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JOINT REPORT ON

ANALYSIS OF EMERGING ICT TRENDS IN 2017:

“INNOVATION IN ICT” AND “INNOVATION WITH

ICT” & ANALYSIS OF MAJOR SOCIETAL CHALLENGES

IN 2017

INNOVATIVE ICT SOLUTIONS FOR THE SOCIETAL

CHALLEGES

INNOSOC VALENCIA 2017 MULTIPLIER EVENT

Prepared by:

©University of Zagreb Faculty of Electrical Engineering and Computing Zagreb, Croatia Publisher: University of Zagreb Faculty of Electrical Engineering and Computing Unska 3, HR-10000 Zagreb, Croatia Editors: Jurica Babic, Vedran Podobnik, Ignac Lovrek, Dario Pevec Design: Jurica Babic ISBN: 978-953-184-232-7

INNOSOC Valencia 2017 Multiplier Event https://goo.gl/T4tHm8

Valencia, Spain December 19-20, 2016

Contact: University of Zagreb Faculty of Electrical Engineering and Computing Phone: +385 (0)1 6129-769 E-mail: [email protected] Web: sociallab.education/innosoc

Version 1.0 (19/12/2016)

This document has been prepared for the European Commission however it reflects the

views only of the authors, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

i

University of Zagreb Faculty of Electrical Engineering and Computing Unska 3, HR-10000 Zagreb, Croatia

e-mail: [email protected]; web: http://sociallab.education/innosoc

Table of contents

Introduction ..................................................................................................................... 1

INNOSOC Partners ............................................................................................................ 8

University of Zagreb, Faculty of Electrical Engineering and Computing (UNIZG-FER) ........................ 9

Universitat Politecnica de Valencia (UPV) ......................................................................................... 11

Hochschule fur Telekommunikation Leipzig (HfTL) ........................................................................... 13

Szechenyi Istvan University (SZE) ...................................................................................................... 15

University of Telecommunications and Post (UTP) ........................................................................... 17

University of Zilina (UNIZA) ............................................................................................................... 19

Institut Mines Telecom – Telecom Bretagne (IMT-TB) ..................................................................... 21

Technical University of Kosice (TUKE) ............................................................................................... 23

University of Oradea (UO) ................................................................................................................. 25

University of Debrecen (UNIDEB) ...................................................................................................... 27

Technical University – Sofia (TUS) ..................................................................................................... 29

INNOSOC 2017 Reports ................................................................................................... 31

Analysis of emerging ICT trends in 2017: “innovation in ICT” and “innovation with ICT” ............... 32

INNOSOC Case Study preparation process........................................................................................ 38

INNOSOC 2017 Case Studies ............................................................................................ 47

Innovations in 3D Printing for Sustainable Food Production, Maritime Preservation and

Bioeconomy ....................................................................................................................................... 48

RFID Operation, Applications, and its Limitations in Agriculture/Food Sector ................................. 52

Innovative Applications of ICT in the Energy Sector: ........................................................................ 58

An Industry Perspective .................................................................................................................... 58

mailto:[email protected]

http://sociallab.education/innosoc/

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Innovating Border Protection Systems with Modern Sensors .......................................................... 63

High-Reliability Healthcare Systems .................................................................................................. 68

Re-Invention of the Role of Sound in Education ............................................................................... 73

Issues and Challenges of Corporate Social Responsibility and Sustainability in the ICT Sector: New

challenges for Engineers in the 21st century ..................................................................................... 78

Promoting STEM Studies among Young Students ............................................................................. 82

INNOSOC Intercultural Curricula ..................................................................................... 87



Vedran Podobnik University of Zagreb Faculty of Electrical Engineering and Computing INNOSOC Project Coordinator

1. INTRODUCTION

2



Innovative ICT Solutions for the Societal Challenges

(INNOSOC)

INNOSOC project URL: http://sociallab.education/innosoc

INNOSOC project at the official ERASMUS+ dissemination platform: http://goo.gl/6Y67nW

INNOSOC project Facebook page: https://www.facebook.com/innosoc

INNOSOC project Twitter page: https://twitter.com/innosoc

INNOSOC project duration: 1 September 2015 – 31 August 2017 (2 years)

INNOSOC project budget: 203,389.00 EUR

INNOSOC project team: 100+ lecturers and students from 11 universities from 8 EU countries

INNOSOC logo



http://sociallab.education/innosoc

http://goo.gl/6Y67nW

https://www.facebook.com/innosoc

https://twitter.com/innosoc

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Fast proliferation of information and communication technology (ICT) caused certain negative

side effects for society (e.g., increased energy usage or CO2 emissions). However, “innovation in ICT”

and especially “innovation with ICT” offer potential solutions for some of the biggest societal

challenges1, 2. These are reasons why it is of great importance that students understand how ICT can

be utilized to tackle societal challenges. The “Innovative ICT Solutions for the Societal Challenges

(INNOSOC)” project is a step forward in that direction, taken by a consortium of 11 universities from 8

European Union (EU) countries.

The main objective of the INNOSOC project is to set up a transnational multidisciplinary

intensive study program in the field of innovations based on ICT targeting societal challenges defined

by Europe 20203 and Horizon 20204 programs.

The INNOSOC curricula, which will be available as a multilingual open educational resource

(OER), consist of four main topic groups:

• “innovation” as a core topic;

• intercultural topics, with focus on “multicultural teams”;

• ICT topics, with focus on “innovative engineering based on ICT”;

• student projects, with focus on “case studies on how ICT can contribute to innovative societal development”.

Innovation as a core topic of the INNOSOC curriculum follows the multidisciplinary approach

that includes innovation processes, intellectual property as well as technology policy issues.

Intercultural part of curriculum uses interactive approach and focusses on multicultural

teambuilding through the exchange of practices from different cultures and by analyzing societal

challenges from local, regional and global perspectives.

ICT part of the INNOSOC curriculum explains why ICT is one of Key Enabling Technologies and

therefore horizontal technology enabling innovative solutions for societal challenges. It includes

practical examples tailored specifically for INNOSOC providing knowledge/insights into hot ICT topics

– “innovation in ICT” and “innovation with ICT” (e.g., “green”, “smart”, “inclusive” and “disruptive”

ICT).

Student projects elaborate case studies related to the role of ICT in responding to societal

challenges (SCs) defined by Europe 2020 and Horizon 2020 programs:

1 Global e-Sustainability Initiative: Smart 2020 (http://www.smart2020.org/_assets/files/03_Smart2020Report_lo_res.pdf)

2 Global e-Sustainability Initiative: Smarter 2020 (http://gesi.org/SMARTer2020)

3 European Commission: Europa 2020 (http://ec.europa.eu/europe2020)

4 European Commission: Horizon 2020 (https://ec.europa.eu/programmes/horizon2020)



http://www.smart2020.org/_assets/files/03_Smart2020Report_lo_res.pdf

http://gesi.org/SMARTer2020

http://ec.europa.eu/europe2020

https://ec.europa.eu/programmes/horizon2020

4



• Health, demographic change, and wellbeing (SC1 “Health & Ageing”)

• Food security, sustainable agriculture and forestry, marine and maritime and inland water research, and the bio-economy (SC2 “Food”)

• Secure, clean and efficient energy (SC3 “Energy”)

• Smart, green and integrated transport (SC4 “Transport”)

• Climate action, environment, resource efficiency and raw materials (SC5 “Environment”)

• Europe in a changing world – inclusive, innovative and reflective societies (SC6 “Society”)

• Secure societies – protecting freedom and security of Europe and its citizens (SC7 “Security”)

INNOSOC staff mobility for lecturers

Student projects are based on the “blended” mobility approach and organized in two phases:

(i) preparatory phase (virtual mobility); and (ii) execution phase (physical mobility). Physical mobility is

implemented through two two-week intensive program workshops hosted by partner universities in

2016 (Zagreb, Croatia) and 2017 (Valencia, Spain). Workshop participants are lecturers and students

from partner universities, as well as industry experts from workshop-hosting countries. The first

INNOSOC Intensive Program Workshop was held 18-29 April 2016 in Zagreb (Croatia). The second

INNOSOC Intensive Program Workshop will be held 15-26 May 2017 in Valencia (Spain).



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INNOSOC blended mobility for students – combining virtual and physical mobility

The INNOSOC project is funded through the ERASMUS+ Key Action 2 Strategic Partnership

Programme5. ERASMUS+ is the EU programme for education, training, youth and sport for

2014-2020, which aims to boost skills and employability, as well as to modernize education, training

and youth work. ERASMUS+ is based on transnational partnerships among education, training and

youth institutions and organizations to foster cooperation and bridge the worlds of education and work

in order to tackle the skills gaps we are facing in Europe. Specifically, ERASMUS+ Key Action (KA) 2 is

dedicated to cooperation for innovation and the exchange of good practices, where companies and

higher education institutions work together to share knowledge. Priorities of the KA2 are to: (i)

improve achievement in relevant and high-level basic and transversal competence; and (ii) develop

open and innovative education, training and youth work, embedded in the digital era. Diversity should

be woven into all ERASMUS+ KA2 activities, therefore motivating organizations from different

participating countries work together to share and transfer best practices and innovative approaches

in the fields of education, training, and youth. Finally, specific ERASMUS+ KA2 sub-program – Strategic

Partnerships in Higher Education – are aimed at supporting the development, transfer, and

implementation of innovative practices as well as the implementation of joint initiatives promoting

5 European Commission: ERASMUS+ program (http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf)



http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf

http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf

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cooperation, peer learning, and exchanges of experience at European level. The INNOSOC project aims

to achieve the following general ERASMUS+ program objectives:

• enhance student teaching practices, especially for engineering students and especially in fields of transversal skills and entrepreneurial experiences;

• promote professional development based on ICT;

• support the production and adoption of open educational resources (OER) in diverse EU languages (partners from 8 EU countries will translate and adapt INNOSOC educational resources to their languages, digitalize it and make high-quality European OER visible and accessible to all citizens, in accordance with the “2013 Communication on Opening Up Education initiative”6;

• pursue priorities enlisted in general EU strategies (“Europa 2020, Innovation Union” – “smart, through more effective investments in education, research and innovation”), as well as specific EU strategies (“Horizon 2020” – “all societal challenges will be covered in INNOSOC case studies” and “Education and Training 2020”7 – “enhancing creativity and innovation, including entrepreneurship” and “making lifelong learning and mobility a reality”).

INNOSOC open educational resources will be available in 9 EU languages: English + 8 languages of INNOSOC partners

6 European Commission: 2013 Communication on Opening Up Education initiative (http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm) 7 European Commission: Education and Training 2020 (http://ec.europa.eu/education/policy/strategic-framework/index_en.htm)



http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm

http://ec.europa.eu/education/policy/strategic-framework/index_en.htm

http://ec.europa.eu/education/policy/strategic-framework/index_en.htm

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Additionally, the INNOSOC project aims to achieve the specific Croatian higher education

objectives as well:

• internationalization of higher education;

• enhance mobility rates;

• better link of education with the labor market.

The first two specific objectives are achieved through enabling Croatian students to participate

in the ERASMUS+ “blended mobility” as well by hosting the INNOSOC Intensive Program Workshop

2016 in Zagreb, while the third specific objective is targeted through the group of topics “Innovation”

and entrepreneurial-oriented case studies.

This report complements the 2016 INNOSOC report in a way that these two reports jointly

cover emerging ICT trends and major societal challenges which were identified by INNOSOC professors

and experts as the most relevant for the period 2016-2017. Consequently, these trends and challenges

were set as central topics of the INNOSOC curricula created during the project. More details about that

can be found in Section 3. However, before that in Section 2 we will present 11 universities which

partnered to create the INNOSOC consortium. Section 4 will give an overview of 8 case studies which

are selected for development by the INNOSOC 2017 students. Finally, Section 5 will present

intercultural activities included in the INNOSOC curricula.

At the end of the project, the whole INNOSOC curricula will be available as an open educational

resource in English, while selected parts of curricula will be translated to 8 INNOSOC languages as well.

The whole INNOSOC team hopes that at least parts of the INNOSOC curricula developed during the

project will be recognized as relevant and interesting for inclusion in academic study programs not just

by INNOSOC universities, but as well as other universities in 8 INNOSOC countries and beyond.

Vedran Podobnik University of Zagreb Faculty of Electrical Engineering and Computing INNOSOC Project Coordinator



INNOSOC is a truly international project! Its consortium consists of 11 members from 8 countries.

2. INNOSOC PARTNERS

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University of Zagreb, Faculty of Electrical Engineering and

Computing (UNIZG-FER)

The University of Zagreb (1669), which consists of 34 faculties and academies, is

the oldest and biggest university in the South-Eastern Europe. With its

comprehensive programmes and over 50,000 full-time students the University

of Zagreb is the strongest educational institution in Croatia. Specifically, the

Faculty of Electrical Engineering and Computing, through education and

innovation in fields of electrical engineering, computer science and information

and communication technology, prepares students for leading technological and

societal development of Croatia.



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How do we innovate at the UNIZG-FER?

As Croatia’s leading academic institution, we combine knowledge of our

professors, curiosity of our researchers and open-mindedness of our students

to foster innovation in our society and economy.

How do we use ICT to tackle societal challenges?

For example, we use ICT to develop innovative mobile applications for persons

with complex communication needs (e.g., persons with Down syndrome). For

more info check out our ICT-AAC project.

How do we promote intercultural environment?

Intercultural dialogue attracts a lot of attention in Croatia, the youngest

member of the EU. This is why at our university we encourage interaction

between different cultures, communities and people.

Contact:

Vedran Podobnik

UNIZG-FER Team Leader

[email protected]



http://www.ict-aac.hr/projekt/index.php/en/


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Universitat Politecnica de Valencia (UPV)

UPV is a public Higher Education Institution actively involved in international

cooperation and mobility projects. UPV hosts over 36,000 students and employs

over 5,000 people (teaching, research, administrative, services staff). It is the

first technological university in Spain according to international rankings (e.g.

Shanghai Ranking of World Universities) and offers 33 undergraduate

programmes, 73 official Master’s degrees and 28 Doctorate programmes.



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How do we innovate at the UPV?

Technical University of Valencia ranks in the top 3 technical universities in

Spainand Teelcommunication School provides around 25% of the research at

UPV representing only 4% of the staff.


ICT is used widely at UPV, including teaching and reasearch applications, like

Sakai facilities, remote teaching, etc.


UPV is the second university in Spain that welcomes ERASMUS student which

gives an idea of the intercultural and plurinational envinroment that the

campus provides.

Contact:

Felipe Penaranda Foix

UPV Team Leader

[email protected]




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Hochschule fur Telekommunikation Leipzig (HfTL)

HfTL is a private university under the patronage of the HfTL Trägergesellschaft

mbH – a wholly owned subsidiary of Deutsche Telekom AG. It has full recognition

by the Ministry of Science and Art of the federal State of Saxony, making it the

only corporate-funded private university in Germany. HfTL specializes in

academic teaching, research and training in the field of information and

communications technologies (ICT) and management.



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How do we innovate at the HfTL?

HfTL is the only corporate German university which is specialized on ICT. The

study programs are continuously brought in line with the technical and societal

development.


As DT as one of the leading ICTelcos set & follows trends in order to facilitate

and improve daily life with ICT products, HfTL plays an important role in the

relevant field in both education&research.


HfTL is a globally acknowledged specialized university, offers study programs in

ICT for students from all over the world. It is a leading partner of the European

network of comparable universities.

Contact:

Birgit Graf

HfTL Team Leader

[email protected]




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Szechenyi Istvan University (SZE)

The university serves and will serve the economy and society of the city and the

area with the continuous expansion of the educational spectrum. At our

university the students can choose subjects from other programmes and can

study simultaneously two undergraduate programmes. An economics student

can enrich his/her knowledge by listening in on law or engineering subjects. In

addition to the twelve thousand students attending the university full time there

are five thousand students learning in correspondence courses and distant

learning courses. Most recently we have begun to offer e-distant learning

courses.



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How do we innovate at the SZE?

The University provides a unique and innovative training students with high-

level, valuable, professional, and practical education, in addition research

activity in the region, which serves primarily the engineering focused

production activities.


The University – in accordance with the traditions – pursues predominantly

applied research. Particular attention is paid to ICT research activities that are

multidisciplinary and interdisciplinary projects, which have a social and

economic aspect to them and deal with critical problems.


The university have established a working educational and research co-

operation with more than 150 European institutions of higher education, and

industrial partners and with numerous international partnerships outside

Europe. The University welcomes cca. 500 foreign students.

Contact:

Marta Meszaros

SZE Team Leader

[email protected]




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University of Telecommunications and Post (UTP)

University of Telecommunications and Post trains students in the area of

telecommunication technologies, telecommunication informatics, wireless

communications and broadcasting, telecommunication networks as well as

management of information technology.



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How do we innovate at the UTP?

The University of Telecommunications and Post (UTP) combine knowledge of

academic staff and researchers for implementation of innovations in the area

of telecommunications, ICT and service management.


UTP develop innovative mobile applications for disabled persons, for smart

houses and future trends of implementation of sensor networks for

automation and control of industrial processes.


The University of Telecommunications and Post encourage interaction between

different cultures and communities in the area of computer and

communication technologies for better social life.

Contact:

Svetla Radeva

UTP Team Leader

[email protected]




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University of Zilina (UNIZA)

The University of Zilina was established as the Railway College on 1st September

1953 by the separation from the Czech Technical University in Prague. It has gone

through numerous changes during its history. Finally, in 1996, it was renamed

from the University of Transport and Communications to the University of Žilina

in Žilina. The University as a public university provides education at all three

levels of higher education (Bachelor’s degree, Engineer/Master’s degree and

Doctoral degree) in both full-time and part-time forms. Approximately 11 000

students currently study in all forms of study. There are more than 1 500

employees and 650 of them are university teachers.



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How do we innovate at the UTP?

We are unique in Slovakia, offering education in transport and

communications. Our faculty offers innovative study programs in ICT based on

this tradition, but connected to industry requests too.


Our education and research are inter-disciplinary. We are developing apps,

networks, hardware answering specific user demand – smart cities, urban

transport, health, secure ICT.


We finished project oriented to internationalization of our university one year

before. We have active contact with non-European universities. In last

semesters we had students from Taiwan and Brazil.

Contact:

Peter Marton

UNIZA Team Leader

[email protected]




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Institut Mines Telecom – Telecom Bretagne (IMT-TB)

In the 30 years since its creation, Telecom Bretagne has affirmed itself as a

pioneering “Grande École” in education, research and enterprise. It trains multi-

discipline engineers able to assume important responsibilities. Recognised for its

dynamism and its very substantial international dimension, Telecom Bretagne

has partnerships with more than 100 establishments of higher education and

research throughout the world. It collaborates with MIT and the Lausanne École

Polytechnique Fédérale on the subject of pedagogic innovation. More than a

thousand students, from 50 countries, follow engineering courses on two quite

exceptional campuses situated at the heart of very active high-technology

clusters.



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How do we innovate at the IMT-TB?

Founded in 1977, Telecom Bretagne is one of the most prestigious graduate

engineering schools in France, at the cutting edge of the Information

Technology sector in both research & teaching.


We innovate in all areas of Information Technology, including the Internet of

Things, Domotics, Medical Imagery, Intelligent transport & Didactics.


50% international students, study of two foreign languages; 6 months abroad.

Intercultural Communication and Management courses: students and staff.

Well-established research I/C programme.

Contact:

Catherine Sable

IMT-TB Team Leader

[email protected]




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Technical University of Kosice (TUKE)

Technical University of Košice (TUKE) was established in 1952. The content of

education and research at University includes the entire complex of sciences and

economics. The TUKE seeks to maintain a cohesive and interdependent

relationship between their teaching, research and service activities with

accordance to European state of Art. The TUKE has 9 faculties with 17 030

students and 1880 staff. The TUKE has been the first and so far the only

university in Slovakia to meet the criteria of the international standard EN ISO

9001:2000 and it received the quality certificate in the area of providing

educational and research processes and enterprise activities within a public

university (certification by TÜV SÜD Slovakia s.r.o.).



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How do we innovate at the TUKE?

TU support innovations in education (modern ICT infrastructure for students &

staff, free wifi everywhere in the campus), excellent research centers. Special

support for startups & innovative ideas.


TU have barrier free center for disadvantaged students, e-learning and online

documents for students (exams, study results, application forms), internet in

the dormitories.


TU provide support for international students of all 3 levels of study. We have

several student organizations: Best, ESN, IAESTE. We organize events for

different cultures/nations.

Contact:

Lubomir Dobos

TUKE Team Leader

[email protected]




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University of Oradea (UO)

The mission of the University of Oradea, is to promote knowledge, research and

training through partnerships between teachers, students and community. In

the last 22 years, the University answered the changes occurred within the

national educational policy, demographic changes, requirements of the market

economy, local and regional needs and new technologies. All these changes have

led to new expectations from students, academic and administrative staff.

University of Oradea offers to our students the necessary training to contribute

to society development. This training is conducted in 15 faculties which offers a

wide range of initial training and postgraduate courses.



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How do we innovate at the UO?

University of Oradea’s mission, is to promote knowledge, research and training

through partnerships between teachers, students and community.


UO is a creative,energetic,active and innovative university.Professors and

researchers are very enthusiastic and determined to experience all the new

opportunities offered by informational technology.


UO promotes intercultural dialogue.The city of Oradea ever since the Middle

Ages was a cosmopolitan city inhabited by several nationalities what assures a

special diversity.

Contact:

Istvan Polgar

UO Team Leader

[email protected]




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University of Debrecen (UNIDEB)

University of Debrecen is one of Hungary’s five elite-research universities,

offering the widest choice of majors in the country for over 29,000 students,

including 3,741 international students. UD’s 1500 lecturers of 14 faculties

endeavour to live up to the elite university status and to provide high quality

education. Our goal is to train professionals possessing all necessary skills and

knowledge to enter the regional, national, or international labour market with a

competitive degree. More than 1000 lecturers with doctoral degrees (PhD), 25

doctoral schools, and the volume of internationally renowned research

publications and projects attest to the scientific dominance of the university. 139

of the lecturers and researchers are Doctors of the Hungarian Academy of

Sciences and 27 are members of the Academy.



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How do we innovate at the UNIDEB?

Strong collaborations are established with companies committed for social

challenges. Not only researchers but our students are involved in these

activities implying the need of innovative thinking.


Several research groups work on how ICT can be applied in health care systems

(e.g. devices and services for health monitoring and prevention, supporting

older persons to remain active and healthy).


Our faculty runs undergraduate and postgraduate programs in English for

international students, where also exchange students are welcome. So, real

intercultural environment is given for our students.

Contact:

Marianna Zichar

UNIDEB Team Leader

[email protected]




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Technical University – Sofia (TUS)

The Technical University of Sofia is the largest educational and scientific complex

in Bulgaria in the field of technical and applied science with an institutional

accreditation grade of 9.5 (on the scale of 10) for the period 2012 – 2018. As the

first and largest polytechnic center, which supported the establishment of most

of the higher technical colleges in the country, it sets the educational standards

and national priorities for the development of engineering education and

science.



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How do we innovate at the TUS?

We are introducing a system for promoting the students‘ active participation in

research and project orientated training for master and PhD students.


Development of algorithms and methods for signal processing in biometric

systems and systems using human-computer interface.


There are three foreign language Faculties: German, French and English

providing strong international student and teachers exchange and interaction.

Contact:

Georgi Iliev

TUS Team Leader

[email protected]




Ignac Lovrek University of Zagreb Faculty of Electrical Engineering and Computing INNOSOC Steering Committee member Leader of the Working Group for Preparation of Croatian Sci-ence and Technology Strategy

3. INNOSOC 2017 REPORTS

32



Analysis of emerging ICT trends in 2017:

“innovation in ICT” and “innovation with ICT”

Introduction

Information and communication technology (ICT) and all other technologies addressing global societal challenges are guided by a common vision of the human-centric digital age.

“Innovation in ICT” aspects refer to research and innovation that contribute to the overall development of ICT. ICT is present in all parts of the actual European research and innovation programme Horizon 2020.

"Innovation with ICT" aspects refer to the opportunities offered by ICT in enhancing and enriching the other sectors and contributing to the global societal challenges that are defined in Horizon 2020.

INNOSOC 2016 programme, including the workshop held in Zagreb (Croatia), covered societal

challenges and their horizontal dimension with the following activities (see figure below):

• Health, demographic change and wellbeing (SC1 “Health&Ageing”): o Innovative Solutions for Assistance of Active Daily Life at Home (Case Study Zg 6) o Recognition of Patterns of Maleficent Objects on Medical Images (Case Study Zg 8)

• Food security, sustainable agriculture and forestry, marine and maritime and inland water research, and the bio-economy (SC2 “Food”):

o Innovations in the food industry (Industrial perspective – Visit to the institution/company 1: Kraš, Zagreb – The largest manufacturer of confectionery products in the South-Eastern Europe)

• Secure, clean and efficient energy (SC3 “Energy”) o Innovative Application of Electric Vehicles in Sustainable Energy Systems of the

Future (Case Study Zg 1)

• Smart, green and integrated transport (SC4 “Transport”): o Intelligent Transport Systems and Vehicular Ad hoc Networks (Case Study Zg 4)



http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/innovative-solutions-for-assistance-of-active-daily-life-at-home/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/recognition-of-patterns-of-maleficent-objects-on-medical-images/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/innovative-application-of-electric-vehicles-in-sustainable-energy-systems-of-the-future/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/innovative-application-of-electric-vehicles-in-sustainable-energy-systems-of-the-future/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/intelligent-transport-systems-and-vehicular-ad-hoc-networks/

33



• Climate action, environment, resource efficiency and raw materials (SC5 “Environment”): o Microwave Sintering (Case Study Zg 7) o Visit to the institution/company 2: Plitvice Lakes National Park

• Europe in a changing world - inclusive, innovative and reflective societies (SC6 “Society”): o Issues and Challenges of Corporate Social Responsibility and Sustainability in the ICT

Sector (Case Study Zg 2) o Seamless Connectivity for a Digital Life (Case Study Zg 5) o Technology way towards networked society (Industrial perspective – Visit to the

institution/company 3: Ericsson Nikola Tesla, Zagreb)

• Secure societies - protecting freedom and security of Europe and its citizens (SC7 “Security”): -

• Horizontal issues: o Development of face to face and distance communication skills o Promoting STEM Studies among Young Students (Case Study Zg 3)

ICT and societal challenges: INNOSOC 2016 programme



http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/microwave-sintering/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/issues-and-challenges-of-corporate-social-responsibility-and-sustainability-in-the-ict-sector/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/issues-and-challenges-of-corporate-social-responsibility-and-sustainability-in-the-ict-sector/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/seamless-connectivity-for-a-digital-life/

http://sociallab.fer.hr/innosoc/case-studies/zagreb-2016/promoting-stem-studies-among-young-students/

34



Analysis of global societal challenges 2017

Besides long-term goals related to the each of societal challenge, targeted activities addressed by the Horizon 2020 projects in the period corresponding to INNOSOC project (2016-2017) are defined as follows:

• SC1 “Health&Ageing”: Personalized medicine (active ageing and self-management of health)

• SC2 “Food”: Sustainable food security - resilient and resource-efficient value chains

• SC3 “Energy”: Energy efficiency’ and competitive low-carbon energy

• SC4 “Transport”: Mobility for growth, automated road transport and green vehicles

• SC5 “Environment”: Greening the economy

• SC6 “Society”: Co-creation for growth and inclusion, reversing inequalities and promoting fairness, and understanding Europe – promoting the European public and cultural space

• SC7 “Security”: Critical infrastructure protection and digital security

INNOSOC 2017 programme, including the workshop held in Valencia (Spain), covered societal challenges and their horizontal dimension with the activities shown in figure below.

ICT and societal challenges: INNOSOC 2017 programme



35



INNOSOC 2017 workshop in Valencia will include the following case studies, horizontal activities, and visits:

• Health, demographic change and wellbeing (SC1 “Health&Ageing”): o High-Reliability Healthcare Systems (Case Study Val 5) o Visit to the institution/company 1: Hospital Universitari i Politècnic La Fe

• Food security, sustainable agriculture and forestry, marine and maritime and inland water research, and the bio-economy (SC2 “Food”):

o Innovations in 3D Printing for Sustainable Food Production, Maritime Preservation and Bioeconomy (Case Study Val 1)

o RFID Operation, Applications, and its Limitations in Agriculture/Food Sector (Case Study Val 2)

• Secure, clean and efficient energy (SC3 “Energy”) o Innovative Applications of ICT in the Energy Sector: An Industry Perspective (Case

Study Val 3)

• Smart, green and integrated transport (SC4 “Transport”): -

• Climate action, environment, resource efficiency and raw materials (SC5 “Environment”): o Visit to the institution/company 2: Aquarium in Valencia, Oceanographic Sea Life

Centre

• Europe in a changing world - inclusive, innovative and reflective societies (SC6 “Society”): o Re-Invention of the Role of Sound in Education (Case Study Val 6) o Issues and Challenges of Corporate Social Responsibility and Sustainability in the ICT

Sector: New challenges for Engineers in the 21st century (Case Study Zg 2/Val 7) o Visit to the institution/company 3: United Nations Global Support Centre in Valencia

• Secure societies - protecting freedom and security of Europe and its citizens (SC7 “Security”): o Innovating Border Protection Systems with Modern Sensors (Case Study Val 4)

• Horizontal issues: o Development of face to face and distance communication skills o Promoting STEM Studies among Young Students (Case Study Zg 3/Val 8)



http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/high-reliability-healthcare-systems/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/innovations-in-3d-printing-for-sustainable-food-production-maritime-preservation-and-bioeconomy/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/innovations-in-3d-printing-for-sustainable-food-production-maritime-preservation-and-bioeconomy/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/rfid-operation-applications-and-its-limitations-in-agriculturefood-sector/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/innovative-applications-of-ict-in-the-energy-sector-an-industry-perspective/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/re-invention-of-the-role-of-sound-in-education/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/issues-and-challenges-of-corporate-social-responsibility-and-sustainability-in-the-ict-sector-new-challenges-for-engineers-in-the-21st-century/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/issues-and-challenges-of-corporate-social-responsibility-and-sustainability-in-the-ict-sector-new-challenges-for-engineers-in-the-21st-century/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/innovating-border-protection-systems-with-modern-sensors/

http://sociallab.fer.hr/innosoc/case-studies/valencia-2017/promoting-stem-studies-among-young-students/

36



Valencia Smart City

Cities represent areas and communities in which all societal challenges fully reflect. The Valencia City Council has launched the Valencia Smart City Platform in 2014 in order to develop and implement municipal service management based on Internet of Things and cloud services.

Two definitions explaining the term “smart city” follows:

• “A smart sustainable city is an innovative city that uses information and communication technologies (ICTs) and other means to improve quality of life, the efficiency of urban operation and services and competitiveness, while ensuring that it meets the needs of present and future generations with respect to economic, social and environmental aspects.” (International Telecommunication Union - ITU).

• “A smart city is one where the government and citizens are using the best available means, including the ICT, to achieve their shared goals. This often includes economic development, environmental sustainability, and improved quality of life for citizens. A connected city is one where all relevant city systems – transportation, utilities, employment, health care, public safety, education, and others – are capable of communicating with each other to allow coordination and reduce waste.” (US Department of Transportation).

Valencia Smart City initial concepts include and integrate solutions related to the following

societal challenges: “Energy”, “Transport”, “Security” and “Environment”. In the next phases of the smart city development also “Health&Ageing” and “Society” topics will be included (see figure below).

Smart

City Valencia

Energy

street

lightning waste

Transport

traffic

Environ

ment

pollution weather gardens

Security

local police

Internet of Things (IoT) + Cloud Computing

other tech

…

.

Smart City Valencia – initial concepts



37



Sensing and data collection is based on the equipment installed in busses and street lights, but also individual smartphones offering citizen participation and using mobile crowd sensing. Open data policy is implemented allowing development of services and applications contributing to different aspects of city life and respecting the lifestyle of its citizens.

Internets of Things, cloud computing and other technologies are used for creating solutions

for Smart City that have the characteristics of smart systems and cyber-physical systems. Smart City represents a system of interconnected smart systems whose objects (“things” in the Internet of Things, “components” in the cyber-physical system) perform tasks, independently and/or in interaction with other objects.

Smart systems are defined as “self-sufficient intelligent technical systems or subsystems with advanced functionality, enabled by underlying micro-, nano-, and bio-systems and other components. They are able to sense, diagnose, describe, qualify and manage a given situation, their operation being further enhanced by their ability to mutually address, identify and work in consort with each other. ”8

Cyber-physical systems are defined as “smart systems that include engineered interacting networks of physical and computational components. Cyber-physical systems integrate computation, communication, sensing, and actuation with physical systems to fulfil time-sensitive functions with varying degrees of interaction with the environment, including human interaction.” 9

ICT demonstrates its full potential just in the smart city, whereby the role of the university to link local and global requirements is of a particular importance.

Ignac Lovrek University of Zagreb Faculty of Electrical Engineering and Computing INNOSOC Steering Committee member Leader of the Working Group for Preparation of Croatian Science and Technology Strategy

8 EpoSS – The European Technology Platform on Smart Systems Integration (http://www.smart-systems-integration.org/public)

9 Framework for Cyber-Physical Systems, Release 1.0“, CPS Public Working Group, National Institute of Standards and Technology, US Department of Commerce, May 2016



http://www.smart-systems-integration.org/public

http://www.smart-systems-integration.org/public

http://www.nist.gov/index.cfm

http://www.nist.gov/index.cfm

38



INNOSOC Case Study preparation process

INNOSOC Case Studies for the Zagreb 2016 and Valencia 2017 Intensive Program Workshops

were selected through the three-step preparation process. In the first step, which took place in the

period November-December 2015 (for the Zagreb 2016 workshop) and September-October 2016 (for

the Valencia 2017 workshop), the Call for Case Study Proposal was sent to all 11 INNOSOC partners

and each partner could propose up to two Case Studies tackling H2020 societal challenges. The

proposals should have been done by filling the specially prepared template, which can be found on the

following two pages of this document.



INNOSOC Case Study topic proposal

Case Study topic title (please insert title – max. 8 words):

Case Study planned to be prepared for Zagreb (2016) or Valencia (2017) (please choose a year):

H2020 challenge addressed by the Case Study (please choose from the drop-down list):

Brief description of the problem addressed by the Case Study (please insert 150-250 words):

Choose a H2020 challenge

Choose a year



Brief description of the Case Study innovation aspect (please insert 25-50 words):

Brief description of the Case Study intercultural aspect (please insert 25-50 words):

Brief description of the role of ICT in the Case Study (please insert 25-50 words):

Key links and/or papers describing the Case Study (please insert 2-3 links and/or papers):

INNOSOC partner proposing the Case Study topic (please choose from the drop-down list):

Primary contact at the INNOSOC partner proposing the Case Study (please insert contact info):

Lecturers from the INNOSOC partner which will coordinate the proposed Case Study development and come to give a lecture in Zagreb (2016) and/or Valencia (2017) (please insert info):

Choose an INNOSOC partner

Name:

E-mail:

Lecturer name:

Lecturer e-mail:

Lecturer webpage:



41



After all Case Study proposals were collected, the INNOSOC Steering Committee analysed all

received proposals and selected eight Case Studies for the Zagreb 2016 and eight Case studies for the

Valencia 2017 Intensive Program Workshop. Some of selected Case Studies were result of merging two

related or complementary proposals received from INNOSOC lecturers from different universities. Two

Case Studies in 2017 were the same as those in 2016 as those were Case Studies covering horizontal

themes (“Issues and Challenges of Corporate Social Responsibility and Sustainability in the ICT Sector:

New challenges for Engineers in the 21st century” (Case Study Zg 2/Val 7) and “Promoting STEM

Studies among Young Students” (Case Study Zg 3/Val 8)).

In the second step (December 2015 – January 2016 (for the Zagreb 2016 workshop) and

October 2016 – November 2016 (for the Valencia 2017 workshop)) of the INNOSOC Case Study

preparation process, INNOSOC lecturers that proposed selected Case Studies were asked to extend

their proposals by filling the specially prepared template, which can be found on the following four

pages of this document.



1

INNOSOC Case Study (selected for Valencia 2017; extended version)

Case Study title (please insert title – max. 12 words):

Keywords (please add 3-8 keywords separated by a semicolon):

H2020 challenge addressed by the Case Study (please choose from the drop-down list):

Introduction to the Case Study (please insert 200-300 words):

Choose a H2020 challenge

Introduction should (in a catchy way) describe what is the main problem addressed by the Case

Study and explain its relevance. Please do not use very technical vocabulary here but rather aim at

a broader audience who are not experts in the field. Please give an example of the real-world

problem which is not solved yet and this Case Study will develop a solution for it.

2

How this Case Study is related to the selected H2020 challenge? (please insert 100-200 words):

How this Case Study is related to the INNOSOC project? (please insert 200-300 words):

This section should explain how the Case Study addresses the specific H2020 challenge. You can

use a bit more technical vocabulary here. Please use “official” H2020 wording (e.g., take a look

here: https://ec.europa.eu/programmes/horizon2020/en/h2020-section/societal-challenges).

This section should explain how the Case Study fits in the INNOSOC project frame. You can use a bit

more technical vocabulary here. Please use “official” INNOSOC wording (e.g., take a look at the

brief project description http://goo.gl/D2INjR or http://sociallab.education/innosoc/about). You

can also use ideas/text from the initial Case Study form where you described innovation,

intercultural and ICT aspect of the Case Study.

https://ec.europa.eu/programmes/horizon2020/en/h2020-section/societal-challenges

http://goo.gl/D2INjR

http://sociallab.education/innosoc/about

3

Questions that need answers during the Case Study development (please insert 5-10 questions):

References (key links and/or papers conneceted with the Case Study) (please insert 5-10 references):

This section should present questions which will need to be answered by students in the process of

the Case Study development. Example set of questions relevant for the Case Study “Innovative

Application of Electric Vehicles in Sustainable Energy Systems of the Future” (Secure, clean and

efficient energy) follows:

***

Questions that need answers include but are not limited to the following:

• Vehicle taxonomy: what types of vehicles are there? EV, BEV, ICV, FCV, PHEV, … Outline

pros and cons (e.g., energy efficiency) for each of them.

• How do EVs affect three pillars of sustainable development: economy, environment and

social community?

• What is the state of the global EV market? Sales, battery costs, incentives, popular cars ...

• How does an EV owner use its car? Demand (charging), typical traveling patterns …

• What is the state of the EV charging infrastructure? Types of chargers, number of chargers

in popular countries…

• What is the role of ICT in EVs? In-car applications, communication with charging

infrastructure…

• How can we innovate with EVs? Integration with renewables as energy storage system,

vehicle-to-home, vehicle-to-grid, electric charging lanes…

***

This section should give main references connected to the Case Study. The role of these references

is twofold: i) they support and or elaborate in more details statements given in the remainder of

this document; and ii) they are initial reading list for students. Please provide citations according to

the IEEE Citation Reference guidelines (http://www.ieee.org/documents/ieeecitationref.pdf). All

references should be cited at least once in the text in the remainder of this document by inserting

“[x]” mark in the text, where “x” is the number of the reference (same as when you write scientific

papers).

[1] Reference 1

[2] Reference 2

…

[10] Reference 10

http://www.ieee.org/documents/ieeecitationref.pdf

4

Knowledge and skills needed for developing the Case Study (please add 3-8 knowledge units and/or skills separated by a semicolon):

Figures describing this Case Study (please insert 2-3 print quality figures; we are going to use these figures in our publications (web/brochures) so please be careful about copyright –insert only figures which are not copyrighted or provide us with source citation or whatever information which allows us to publish these photos (e.g. inserted photo is a photo taken by you and showing your lab); give a one line caption for every inserted figure)

INSERT FIGURE HERE Figure 1. One line caption



Five students (from different partner universities) will be allocated to the each Case Study. Students

will bid for Case Studies in the process of student allocation. Students will rank their choices of Case

Studies based on two criteria: i) interest for the Case Study topic (students will determine their

interest for the topic based on the Case Study description given in this document); and ii)

knowledge and skills needed for developing specific case Study (students will determine their

capability for working on the Case Study based on the list of knowledge and skills given in this

section).

Example of a knowledge unit: “TCP/IP protocol stack”

Example of a skill: “statistical analysis in the language/tool R”

Five students (from different partner universities) will be allocated to the each Case Study. Students

will bid for Case Studies in the process of student allocation. Students will rank their choices of Case

Studies based on two criteria: i) interest for the Case Study topic (students will determine their

interest for the topic based on the Case Study description given in this document); and ii)

knowledge and skills needed for developing specific Case Study (students will determine their

capability for working on the Case Study based on the list of knowledge and skills given in this

section). We differentiate two categories of knowledge and skills: “prerequisite” (P) and “desirable,

but not necessary” (D). Please mark each knowledge unit and skill with one of these categories

(i.e., (P) or (D)).

Example of a knowledge unit: “TCP/IP protocol stack” (P); “wearables for e-health” (D)

Example of a skill: “statistical analysis in the language/tool R” (P); “web-page programming” (D)

46



In the last step (January-February 2016 (for the Zagreb 2016 workshop) and

November-December 2016 (for the Valencia 2017 workshop)) of the INNOSOC Case Study preparation

process, INNOSOC Steering Committee members finalized the preparation of each Case Study selected

for the Zagreb 2016 / Valencia 2017 Intensive Program Workshops.

Case Studies were published online and the process of INNOSOC students allocation to Case

Studies has started. Four to five INNOSOC students are grouped together to work on Case Study

development through their INNOSOC blended mobility. Each student group will be supervised by one

or two INNOSOC lecturers who are experts in the Case Study domain. Final results of student work

are / will be presented during Zagreb 2016 / Valencia 2017 Intensive Program Workshops in late April

2016 (Zagreb) and May 2017 (Valencia).

Detailed description of the eight INNOSOC 2017 Case Studies is given in the next section of this

report, as well as they are available online (http://sociallab.education/innosoc/case-studies/valencia-

2017). Detailed description of the eight INNOSOC 2016 Case Studies is given in Section 4 of the

INNOSOC 2016 report, as well as they are available online (http://sociallab.education/innosoc/case-

studies/zagreb-2016).



http://sociallab.education/innosoc/case-studies/valencia-2017

http://sociallab.education/innosoc/case-studies/valencia-2017

http://sociallab.education/innosoc/case-studies/zagreb-2016

http://sociallab.education/innosoc/case-studies/zagreb-2016

Case study is used and analysed in order to illustrate a thesis or principle in the area of innovation, intercultural and ICT.

4. INNOSOC 2017 CASE STUDIES

48



Innovations in 3D Printing for Sustainable Food Production,

Maritime Preservation and Bioeconomy Case Study URL: http://goo.gl/jcJ11 Authors: Marianna Zichar Keywords: 3D printing; food production; maritime preservation; bioeconomy H2020 challenge addressed by the Case Study: Food Security, Sustainable Agriculture and Forestry, Marine, Maritime and Inland Water Research and the Bioeconomy

Introduction to the Case Study

3D printing tends to appear in many fields of our life rather intensively. News inform us

regularly who (which organization, research lab or company) printed new types of things (cars, food,

house, shoes, instruments, implants, teeth, etc.) somewhere in the world, and maybe they even used

a new material [1]. When looking for innovative solutions of different current issues (including those

belonging to the H2020 challenges), we cannot forget to explore whether some forms of 3D printing

could be used for specific purpose as well.

The primary aim of this case study is to explore innovative applications of 3D printing beyond

the traditional usage like reproducing everyday objects. To do so, first the concepts and properties of

additive manufacturing [2] have to be clarified comparing it to other producing technologies (injection

moulding, CNC (Computer Numerical Control) systems, etc.). After understanding capabilities of the

additive manufacturing technology, issues relating to the H2020 challenge “Food security, sustainable

agriculture and forestry, marine and maritime and inland water research, and the Bioeconomy” will be

identified [3]. To mention some emerging issues where this technology can bring a solution: saving

coral reefs (and so protecting countless animals that depend on coral) [4], fighting world hunger [5, 6],

and replacing fossil derived raw materials which is the main aim of bioeconomy [7]. Education should

react to the increasing demand of the industry and introduce the basics of 3D modelling and printing

into the education at all levels [8].

Elaborating the case study also gives a great opportunity for students to get to know different

kinds of 3D printing technologies, their limits, and current shortcomings. They will explore status of

teaching 3D printing at their institutions and define recommendation to make it better. The overall

knowledge students will acquire can be used later in other fields of engineering too.



http://goo.gl/jcJ11

49



INNOSOC students, supervised by INNOSOC lecturers, will collaborate on providing a possible

solution to this Case Study. These activities will be conducted as a part of the ERASMUS+ blended

mobility and will be finalized during the INNOSOC Valencia 2017 workshop in late May 2017.

How this Case Study is related to the selected H2020 challenge?

Materials and technologies for 3D printers can be rather various and development keeps going

on. This large diversity makes it possible to use 3D printers when looking for solutions for H2020

challenges as well. Ensuring food security goes beyond securing a sufficient supply. It also requires

social and economic access to safe and nutritious food, because food consumption has an impact on

human health and the environment. Why not to print food? We should sustainably manage and exploit

aquatic living resources, which also can be supported by 3D-printed “creatures”. The transition from

fossil-based European industries towards low carbon, resource efficient and sustainable ones is of

fundamental importance and emergence. Researchers work hard to develop new bio-material

applications for cellulose-based compounds for 3D applications to replace fossil derived raw materials.

How this Case Study is related to the INNOSOC project?

Roots of 3D printing come from computer science. Consequently, ICT influences its each

innovative application. Considering the whole process from the first idea of ”what to print” till

touching the just-printed object, there is no phase that does not include ICT. First, a 3D modelling

program is needed. Then, a slicing program which creates the code that can be interpreted directly by

the printer is needed. Finally, 3D printers are also controlled digitally. The principles of additive

manufacturing can be transformed very diversely based on applied ICT knowledge.

Beside the theoretical part, students will explore how and in which majors their own

universities teach/use 3D printing technology. Fortunately, lots of companies recognize how important

is to introduce the state-of the-art at the higher education and support institutions according to their

abilities. A comparison can be made about the state of 3D printing in partner countries through

applying intercultural skills. Nowadays, 3D printing is only at the beginning of its usage, and its further

development requires international collaboration. The first step can be to form a group of 4 students

from different countries and motivate them for intercultural communication in the field of their

would-be profession as well.

Questions that need answers during the Case Study development


• What are the main properties of additive manufacturing?



50



• What kind of special materials can be used by 3D printers? Concentrate on materials which

can be of great importance regarding to H2020 challenge “Food security, sustainable

agriculture and forestry, marine and maritime and inland water research, and the

Bioeconomy”.

• What are current drawbacks of the additive manufacturing technology?

• Search for additional examples for applying 3D printing regarding to the above mentioned

H2020 challenge.

• Compare the two most popular filament types PLA and ABS!

• Try to find “green” printing materials!

• Is 3D printing taught at your university? If yes, for which majors, for what purpose, using what

kind of syllabus? What do you think is worth to teach for ICT students?

References

[1] What is 3D printing, A definitive guide to additive manufacturing, Available: http://downloads.hindawi.com/journals/isrn.mechanical.engineering/2012/208760.pdf

[2] Kaufui V. Wong; Aldo Hernandez. “A Review of Additive Manufacturing”, International Scholarly Research Network ISRN Mechanical Engineering, Volume 2012, 10 pages, Available: https://www.3dhubs.com/what-is-3d-printing#a-brief-history-of-3d-printing

[3] HORIZON 2020 - Food security, sustainable agriculture and forestry, marine and maritime and inland water research, and the Bioeconomy - Available: https://ec.europa.eu/programmes/horizon2020/en/h2020-section/food-security-sustainable-agriculture-and-forestry-marine-maritime-and-inland-water

[4] Jeremy Deaton (2016, Juin 23) - 3D Printing could save coral reefs - Available: http://www.popsci.com/3d-printing-could-save-coral-reefs

[5] Attene, C (2015, August 4) – To print or not to print your meal: that is the question - Available: http://www.youris.com/Bioeconomy/Food/To-Print-Or-Not-To-Print-Your-Meal-That-Is-The-Question.kl

[6] C. Böttcher (2014, December 4) – 3D printing to the rescue of gastronomy for frail seniors – Available: http://www.youris.com/Bioeconomy/Food/3D-Printing-To-The-Rescue-Of-Gastronomy-For-Frail-Seniors.kl

[7] TE. Halterman. (2015, Juin 4) - New research says that a new bioeconomy may be driven by 3D printed cellulose materials - Available: https://3dprint.com/70827/3d-printed-cellulose-materials/

[8] I. Papp; R. Tornai; M. Zichar. “What 3D technologies can bring into the education: The impacts of acquiring a 3D printer”, Proceedings of 7th IEEE Conference on Cognitive Infocommunications, 2016. Wroclaw, pp. 257-261.

Knowledge and skills needed for developing the Case Study

(P: prerequisite; D: desirable, but not necessary)

• Basic ICT knowledge (P)

• Interest in 3D printing (D)

• To be curious and prolific Internet researcher (D)



http://www.popsci.com/3d-printing-could-save-coral-reefs

http://www.popsci.com/3d-printing-could-save-coral-reefs

http://www.youris.com/Bioeconomy/Food/To-Print-Or-Not-To-Print-Your-Meal-That-Is-The-Question.kl

https://3dprint.com/70827/3d-printed-cellulose-materials/

51



Figures describing this Case Study

Figure 1. A desktop 3D printer based on the FDM technology

Figure 2. Objects are built up from layers



52



RFID Operation, Applications, and its Limitations in

Agriculture/Food Sector Case Study URL: https://goo.gl/ooN61Q

Authors: Mate Liszi, Attila Kovacs

Keywords: precision agriculture; animal identification; food traceability; field-to-fork; semi-active tag; smart packaging; RFID H2020 challenge addressed by the Case Study: Food Security, Sustainable Agriculture and Forestry, Marine, Maritime and Inland Water Research and the Bioeconomy


There is a general need for our society to have healthy food supply. In the EU, the food safety

is also a growing concern. One way to ensure wholesome food (and animal feed) product is to establish

good traceability from field-to-fork. Organizations such as the European Safety Authority (EFSA), which

is responsible for food safety, are establishing procedures to collect and analyse data in field of food

(feed) in order to identify emerging risks. On the other hand, recent advances in RFID (Radio-Frequency

IDentification) technology offer vast opportunities for research, development and innovation in

agriculture. RFID has been used for years in animal identification and tracking, being a common

practice in many farms. Additionally, it has been used in the food chain for traceability control.

Implementation of sensors in tags enables the development of new applications in fields, including

environmental monitoring, irrigation, specialty crops and farm machinery. However, there are also

challenges and limitations that should be faced in the next years, such as [1]: (i) operation in harsh

environments (e.g., with dirt and/or extreme temperatures); (ii) huge volumes of data that are difficult

to manage; (iii) need of longer reading ranges, due to the reduction of signal strength caused by

propagation in crop canopy; (iv) understanding behaviour of the different frequencies and identifying

which is the right one for each application; and (v) diversity of standards and the level of granularity.

The aim of the case study is to gather information and to start developing an RFID application

which offers cheap, cost effective solution for entrepreneurs who do either livestock breeding or crop

farming, including food production and supply chains. The work has to be focused mainly to the above-

mentioned farming levels. At the end of the case study solution, proposals need also to address a

sustainable, standardisable „field-to-fork“ concept to optimize supply chain with RFID technologies,

giving opportunity to overthrow unnecessary long trade routes which are typical of nowadays EU's

product flow.



https://goo.gl/ooN61Q

53







As the world population grows, we, Europeans, have to face bigger problems than producing

food, so the time is now to create a solution for automating all processes that can be automated by

nowadays technology. The manufacturing industry is highly automated and therefore machines,

chemicals, medicines, electronics are made in clean and closed facilities. We somehow forget easily

that we eat products given to us by open and dirty fields. Therefore, we have to devote proper

attention to what we eat, its safety, and its place of origin, similar as we choose better machines and

safer cars. Food security, covering the whole food chain and related services from primary production

to consumption, is one of the (if not the) most important aspect of human life because food

consumption has an impact on human health and the environment. Advancements in technology will

help us to fulfil requirements for assuring food security. The aim is to allow tagging of agricultural

products or livestock for better traceability and subsequent big data processing, optimizing the whole

agricultural process.


This case study provides insights in agriculture and food security for engineering students.

There are very few engineers working at this field, as an ordinary engineer works, for example, on

developing machines, manufacturing processes, plans buildings, factories, or electronic schematics.

There will be efforts given to endear agriculture for students alienated from this fantastic world of

animals and plants, living beings. Students will have to find compatibilities between agronomics and

engineering, with the help of an agricultural engineer, from a country with great agricultural history.

One of the aims of INNOSOC is to set up a transnational multidisciplinary intensive study

program in the field of innovations based on ICT targeting societal challenges defined by Europe 2020

and Horizon 2020 programs. In our case combining RF technologies into food chain fulfils the criterion

of INNOSOC philosophy. Radio frequency identification (RFID) tags, in combination with ICT, are

expected to improve logistics and value chain management. RFID technology can help detect the

quality and origin of goods prior to entering a supermarket for sale, or a processing factory, much more

efficiently and consequently significantly increase transparency of the flow of goods. This technology

has a likelihood of being fully implemented and having a relatively large impact on the food chain by

2025.



54





• What are the EU regulations and incentives related to food (feed) traceability?

• What are the key players in the food (feed) chain (from field-to-fork)?

• What are the most common hazards that aimed to be avoid by RFID techniques?

• What are the challenges implementing RFID in food chains?

• What are the advantages of RFID over barcode?

• What are the advantages of RFID over identification brands, tattoos, eartags?

• What are technical parameters of using RFID technologies?

• What is the average stored data in RFID chips?

• How to implement and use tags on animals and plants?

• What procedures needed to be taken to gather information from the tag?

• What is cold chain?

• How to handle the vast number of data?

• What is FEFO? How to implement it in a small shop?

• How could this solutions break the status quo of bad habits of European agriculture and

consumer society, as wasting, unnecessary torture to animals, and long polluting truck trade

routes?

References

[1] Ruiz-Garcia, L. and Lunadei, L. (2011). The role of RFID in agriculture: Applications, limitations and

challenges. Computers and Electronics in Agriculture, 79(1)

[2] Jacob, M., Farrell, P. and Brodie, G. (2015). Microwave and Radio-Frequency Technologies in Agriculture. An

Introduction for Agriculturalists and Engineers. 1st ed. Warsaw/Berlin: De Gruyter, pp.345-348, pp.1-17, p.25.

[3] R. Hornbaker, V. Kindratenko, and D. Pointer (2004). An RFID Agricultural Product and Food Security Tracking

System Using GPS and Wireless Technologies.

[4] Bowman, K.D., (2010). Longevity of radiofrequency identification device microchips in citrus trees. Hortscience 45 (3), 451–452.

[5] Yang, I.-C., Chen, S., Huang, Y.-I., Hsieh, K.-W., Chen, C.-T., Lu, H.-C., Chang, C.-L., Lin, H.-M., Chen, Y.-L., Chen, C.-C., Lo, Y.M., (2008). RFID-integrated multi-functional remote sensing system for seedling production management. In: 2008 ASABE Annual International Meeting. Providence, Rhode Island, USA.

[6] Luvisi, A., Panattoni, A., Bandinelli, R., Rinaldelli, E., Pagano, M., Gini, B. and Triolo, E. (2010). RFID microchip internal implants: Effects on grapevine histology. Scientia Horticulturae, 124(3), pp.349-353.

[7] Luvisi, A., Triolo, E., Rinaldelli, E., Bandinelli, R., Pagano, M. and Gini, B. (2010). Radiofrequency applications in grapevine: From vineyard to web. Computers and Electronics in Agriculture, 70(1), pp.256-259.

[8] Ruiz-Garcia, L., Steinberger, G. and Rothmund, M. (2010). A model and prototype implementation for tracking and tracing agricultural batch products along the food chain. Food Control, 21(2), pp.112-121.



55



[9] T. M. Brown-Brandt, T. Yanagi, Jr., H. Xin, R. S. Gates, R. A. Bucklin, and G. S. Ross, (2003). A new telemetry system for measuring core body temperature in livestock and poultry. Applied Engineering in Agriculture, 19(5).

[10] Voulodimos, A., Patrikakis, C., Sideridis, A., Ntafis, V. and Xylouri, E. (2010). A complete farm management system based on animal identification using RFID technology. Computers and Electronics in Agriculture, 70(2), pp.380-388.



• Electronics (P)

• RFID (P)

• Cloud technology (P)

• Manufacturing technologies of RFID (D)

• Data pre-procession in cloud technology (D)

• Sensor management (D)

• Understand the field-to-fork concept (D)



56




Figure 1. RFID technology allows farmers and traders to continuously control food; on the other hand

customers can use food traceability functionality



57



Figure 2. Farm-to-fork concept tracing the whole supply chain from production to retail

Figure 3. Applications of RF sensor tags on food commodities



58



Innovative Applications of ICT in the Energy Sector:

An Industry Perspective Case Study URL: https://goo.gl/LTtD4f Authors: Klaus-Michael Ahrend Keywords: digitalisation; energy economy; smart grids; data analytics H2020 challenge addressed by the Case Study: Secure, Clean and Efficient Energy


Digital technologies enable Energy companies to improve their services and to transform their

business models [1]. A comparison with other industries shows regularly a lack of digital readiness of

the Energy Industry. Nevertheless, both private and industrial customers demand for new digital

services and a closer cooperation (i.e., integration) in their life and process models.

Existing ICT technologies like Smart Grids, Smart Metering and Smart Home differ in their

impact on economic success, ecology and society [3][4][6]. Energy companies as well as ICT

manufacturers are unsure, which of those new tools should be implemented soon. Are they all

relevant? What does the customer expect? What are effects on profit, ecology and society?

To understand implications of existing and new ICT offerings in the Energy Sector, students will

work on a Case Study. Every student will work on selected key questions and will sum up analysis and

recommendations. In the final workshop, different working streams will be put together to one big

picture.





The Case Study refers to two research areas of the Horizon 2020: “New knowledge and

technologies” and “Market uptake of energy and ICT innovation”. On the ground of an overview of

existing ICT market offerings the Case Study Solution will: (i) elaborate a feasibility study regarding

existing ICT tools using criteria like advantage for customers, investment, return on investment, impact

on energy efficiency, impact on society (and additional); and (ii) present a list of potential new ICT

technologies that could enhance customer value.



https://goo.gl/LTtD4f

59



Findings of the Case Study will help European Energy companies in the process of further

introduction of ICT into their business processes. Namely, the Case Study development will result in a

usable matrix for effective and efficient usable ICT technologies as well as a list of potential new ICT

technologies that are worthwhile to do further research on them.

Impact for Energy companies: Where once size was an important driver of success, now small

and medium-sized Energy companies are able to compete both locally and country- or Europe-wide.

Impact for ICT companies: ICT developers, manufacturers and providers will profit from

client-focused ranking and new market potentials.


New ICT solutions in the Energy economy are available for every sector of an Energy company:

for the generation of power, for distribution, for sales, for the trading function as well as for

Energy-related services. ICT will innovate the Energy sector. It will enable further productivity

improvements and will transform the industry with the emergence of new business models and new

players. A crucial outcome is the allowance for consumers and producers of electricity to connect with

one another in new ways. Another important outcome is the possibility to connect the offerings (and

the data) of Energy companies with those of partner companies.

With the support of ICT every Energy company can improve its customer journeys, the

productivity of its operational processes and the efficiency of the usage of energy (i.e. optimized

generation planning, optimized planning of feed-in generation units, usage-depending tariffs). The

resulting positive impacts on the environment [2] could outweigh the negative resource consumption

for introducing ICT.

Regarding ICT's impact on society, there are a lot of positive impacts regarding the service

offerings, the possibility to include client's suggestions and to improve the client's interaction quality

and speed. On the other hand, ICT can reduce the necessity of jobs in the Energy sector. With the

variety of the international and intercultural backgrounds of the InnoSoc lecturers and the InnoSoc

students the Case study will have a close look on the intercultural differences of implementing ICT in

European Energy companies.

With the results of the aforementioned Case Study, the InnoSoc project will get further insights

on the societal impacts of ICT usage in the Energy sector.





60



• Status quo of ICT technologies: What ICT tools (hardware, software, methods) are on the

market – separated for Power Generation, Trading, Grids Operations, Sales, Energy-related

Services Sector? What market size do those technologies have?

• Feasibility study of current ICT tools: Which impacts have current ICT tools on advantage for

customers, investment, return on investment, impact on energy efficiency, impact on society

(and additional criteria – within the sustainability segments of economy, environment,

society)?

• Business Models for ICT services: How could the Business Models of at least 5 main ICT

technologies could be described – using the methodology (and graphs) of the Business Model

Canvas of Osterwalder/Pigneur [5]?

• Potentials for new ICT technologies: Which at least 5 new ICT technologies should be

developed to improve the value of the Energy company for its customer (either new services

or tools for improved product / service quality)? Have a look on Figure 3.

• Intercultural differences: What approach(es) use the Energy companies to implement ICT in

different countries? What taxonomy of approaches does exist? What to be recommended?

References

[1] M.E. Porter; J.E. Heppelmann. “How smart, connected products are transforming competition”, (November 2014). Harvard Business Review. Available: http://www.ptc.com/File%20Library/Topics/Harvard%20Business%20Review/HBR_How-Smart-Connected-Products-Are-Transforming-Competition.pdf

[2] F. Mattern; T. Staake; M. Weiss. “ICT for Green – How Computers Can Help Us to Conserve Energy“. Available: https://www.vs.inf.ethz.ch/publ/papers/ICT-for-Green.pdf

[3] Eurelectric. “The power sector goes digital - Next generation data management for energy Consumers“. Available: http://www.eurelectric.org/media/278067/joint_retail_dso_data_report_final_11may_as-2016-030-0258-01-e.pdf

[4] McKinsey & Company. “The digital utility: New opportunities and challenges”. (May 2016). Available: https://www.duesseldorf.ihk.de/blob/dihk24/Industrie_Innovation_Umwelt/downloads/3496986/f6548910f625b28639260506419f1cb6/V5_smart_grids_digital_utility_Mohr_20160920-data.pdf

[5] A. Osterwalder; Y. Pigneur. “Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers”. Wiley. 2010.

[6] Ericsson. “ICT & the future of utilities“. Stockholm. 2014. Available: https://www.ericsson.com/res/docs/2014/ict-and-the-future-of-utilities.pdf



• ICT Strategy (P)

• Interest in new technologies (P)

• Energy Economy (D)

• Strategic Management / Business Modelling (D)



http://www.ptc.com/File%20Library/Topics/Harvard%20Business%20Review/HBR_How-Smart-Connected-Products-Are-Transforming-Competition.pdf

http://www.ptc.com/File%20Library/Topics/Harvard%20Business%20Review/HBR_How-Smart-Connected-Products-Are-Transforming-Competition.pdf

https://www.vs.inf.ethz.ch/publ/papers/ICT-for-Green.pdf

http://www.eurelectric.org/media/278067/joint_retail_dso_data_report_final_11may_as-2016-030-0258-01-e.pdf

https://www.duesseldorf.ihk.de/blob/dihk24/Industrie_Innovation_Umwelt/downloads/3496986/f6548910f625b28639260506419f1cb6/V5_smart_grids_digital_utility_Mohr_20160920-data.pdf

https://www.duesseldorf.ihk.de/blob/dihk24/Industrie_Innovation_Umwelt/downloads/3496986/f6548910f625b28639260506419f1cb6/V5_smart_grids_digital_utility_Mohr_20160920-data.pdf

https://www.ericsson.com/res/docs/2014/ict-and-the-future-of-utilities.pdf

https://www.ericsson.com/res/docs/2014/ict-and-the-future-of-utilities.pdf

61




Figure 1. Influencing factors for Digitization of the Energy Economy

Digitizationof the Energy

Economy

New ITC Solutions

Trends in theEnergy

Economy

CustomerExpectations



62



Figure 2. Examples for ICT usage in the Energy industry

Figure 3. Energy-related ICT as a part of the Digital City

Generation • Plant Maintenance

• Plant Management

• Spare-parts Management

• Virtual Power Plant

• Peer-to-Peer solutions

(with/without Blockchain)

Trading • Trading Simulation

• Portfolio Management

• Automated Trading

• Weather data support

• Storage optimization

• Swarm storage solutions

Distribution • Digital Grid Management

• Smart Metering / Gateway-

Administration

• Smart Grids

• Mobile Workforce Support

• Preventive/Predictive

Maintenance

• Demand Side Management

• Smart Grids Services i.e. for

industry parks

• Digital Customer interaction

(i.e. Apps)

Sales • Digital customer interaction /

journey (Apps, social media etc.)

• Load-based tariffs

• Individual offerings (based on big

data analytics)

• Energy Data Management

• Energy Management solutions

• Bots for Customer Service

• Online Sales Platform (for

Energy / Services)

• Management/support for

Smart Home solutions

• Integrated Solar/Storage

Systems

• Smart Lightning

• Cross Selling (i.e. telecomm.)

Supporting

Functions

• Automated processes

• Document management

• Knowledge Management

• Web-Services (i.e. Controlling)

• Online recruiting

• Open Innovation

eGovernment

Trade Traffic

Education Community

Health Security

Environment Real Estate

ICT in Energy



63



Innovating Border Protection Systems with Modern Sensors Case Study URL: https://goo.gl/Zzyn9R

Authors: Filip Tsvetanov

Keywords: innovation; sensors networks; border protection; security

H2020 challenge addressed by the Case Study: Secure societies – Protecting freedom and security of Europe and its citizens


The European Union is subjected to continuous interest and pressure from many imigrants

seeking illegal crossing of borders. To improve the border security of the European Union, we are

working intensively on building innovative systems based on smart sensors and devices for the

identification and detection of illegal border crossing.

We seek to increase the reliability and efficiency of border control measures by using

integrated wireless networks of intelligent sensors, modern radars, cameras and thermal motion

sensors in remote border areas, which are typically difficult to secure and monitor. Such surveillance

networks are constructed of battery powered intelligent radio-based sensors to provide a

computerized decision-making support to border control authorities. However, one challenge for the

employment of such technology is to provide a secure end-to-end encrypted communication of various

types of online information, including movement, humidity and temperature. Another challenge is to

extend the battery life of the sensors in these continuously monitoring systems (i.e., operating 24/7),

e.g., by allowing each sensor to wake up from its sleep mode only when movement is detected or

when devices transmit routine checks.

Sensors transmit real-time data (e.g., automated number plate recognition, face recognition,

gait recognition and complex activity recognition). Suspicious events (or even non-suspicious events

such as false alerts caused by wild animals) can direct the operator’s attention and are saved in the

database for post-hoc analysis. The employment of surveillance wireless networks based on

radio-controlled and long-lasting battery-fed sensors offers an efficient way towards an effective

control of illegal immigration, drug trafficking, and other security breaches along the borders of

European Union.

One possible approach to solving this Case Study is the design and building of sensor networks

of intelligent sensors and actuators for tracking, monitoring and prevention of illegal crossing of

European borders.



https://goo.gl/Zzyn9R

64







The relationship of the Case Study with the challenges of the H2020 is its connection with

topics of Border Security and External Security.

The Case Study covers the application of new technological solutions and building the next

generation of information and communication systems from multiple sensor networks. Sensor

networks, built on the borders, may have different functions such as sensor networks to detect

smuggled goods, sensor networks to detect movement of people, network surveillance, etc. The

multitude of sensor networks can be built from countries with a common border. Each sensor network

can collect, transmit and process information on the state border by cloud structures. This information

can be analysed to take preventive or real measures of various border guard services of the Member

States of the European Union.


This Case Study will lead to intercultural communication between project participants. It

focuses on building intercultural team building, which will discuss challenges for the application of

innovative sensor networks to increase border security and protect people in EU. Furthermore, it will

discuss the impact of innovative sensor networks on reducing illegal immigration flow conveyance of

smuggled goods across the border, human trafficking, as well as specific issues related to energy

consumption and security of transmitted data in sensor networks. Implementation of innovations in

the design, modelling, simulation and practical construction of sensor networks with intelligent

sensors and actuators and a new generation of systems will create a "smart borders" for protection

and security of EU citizens.

Data collected by the sensors is large in size (i.e., Big Data). Resource constrains include limited

amount of energy, restricted communication bandwidth and limited processing and storage of data in

each sensor node. A new paradigm which has to be used is the application of cloud computing in the

work of wireless sensor networks (WSN) or Sensors Cloud computing. This computing paradigm

enables the use of sensor networks set up by EU Member State by acquiring right of access to services

in Sensor Cloud. The sensor cloud consists of various WSNs, but provides a homogeneous user access

to data in the cloud in real time (Figure 2). The Sensor Cloud must quickly resolve various user tasks to

meet the needs of different users at the same time. This feature of sensing clouds requires

development of optimal scheme in WSNs. Construction of optimal scheme depends on the location

and density of the sensors in the network, what relates to the efficiency of energy resources use.



65





• What is the role of ICT for border security?

• What innovative technologies are used for increasing security of your national borders?

• What are challenges for the energy performance of sensor networks for security at the

borders?

• What is the market situation in the appropriate components and intelligent sensors and

actuators for sensor networks for border security?

• Justify the choice of an appropriate structure for cloud data sharing for specialized sensor

networks.

• Who do you think are the most appropriate types of sensors for building sensor networks for

border security? Give substantiated proposals.

References

Border security Using Wireless integrated system (WINS), (2016), https://www.slideshare.net/AnkitBhardwaj68/boder-security-using-wireless-integrated-system-wins, https://www.scribd.com/doc/49155901/Border-Security-Ppt#

Rashmi Dalvi, Energy efficient scheduling and allocation of tasks in sensor cloud, (2014). Masters Theses. Paper 7324. http://scholarsmine.mst.edu/cgi/viewcontent.cgi?article=8323&context=masters_theses

Integration WSN with Cloud computing, https://www.slideshare.net/vintesh/sensor-cloud-infrastructure-small-survey-report

A survey on architectures applications and issues of sensor cloud, https://www.slideshare.net/iaeme/a-survey-on-architectures-applications-and-issues-of-sensor-cloud

Poolsappasit N., Kumar V., Madria S., Chellappan S., Challenges in Secure Sensor-Cloud Computing, Book Title, 8th VLDB Workshop, SDM 2011, Seattle, WA, USA, September 2, 2011, Proceedings, Pages pp 70-84

Subashini S., Kavitha V, A survey on security issues in service delivery models of cloud computing ,Journal of Network and Computer Applications, Volume 34, Issue 1, January 2011, Pages 1–11.

Atif Alamri, Wasai Shadab Ansari, Mohammad Mehedi Hassan, M. Shamim Hossain, Abdulhameed Alelaiwi, and M. Anwar Hossain, A Survey on Sensor-Cloud: Architecture, Applications, and Approaches, International Journal of Distributed Sensor Networks, Volume 2013, Article ID 917923, 18 pages. http://journals.sagepub.com/doi/full/10.1155/2013/917923

http://dspace.cusat.ac.in/jspui/bitstream/123456789/2357/1/BORDER%20SECURITY.pdf



• Sensor networks (P)

• Wireless engineering (D)

• Network security (D)

• Cloud technology (D)



https://www.slideshare.net/AnkitBhardwaj68/boder-security-using-wireless-integrated-system-wins

https://www.slideshare.net/AnkitBhardwaj68/boder-security-using-wireless-integrated-system-wins

https://www.scribd.com/doc/49155901/Border-Security-Ppt

http://scholarsmine.mst.edu/cgi/viewcontent.cgi?article=8323&context=masters_theses

https://www.slideshare.net/vintesh/sensor-cloud-infrastructure-small-survey-report

https://www.slideshare.net/vintesh/sensor-cloud-infrastructure-small-survey-report

https://www.slideshare.net/iaeme/a-survey-on-architectures-applications-and-issues-of-sensor-cloud

https://www.slideshare.net/iaeme/a-survey-on-architectures-applications-and-issues-of-sensor-cloud

http://journals.sagepub.com/doi/full/10.1155/2013/917923

http://dspace.cusat.ac.in/jspui/bitstream/123456789/2357/1/BORDER%20SECURITY.pdf

66




Figure 1. Wireless system for border security

Figure 2. Integration WSN with Cloud computing



67



Figure 3. Structure of Sensor Cloud

Figure 4. Architecture of sensors network with cloud structure



68



High-Reliability Healthcare Systems

Case Study URL: https://goo.gl/Tkvbrb Authors: Miroslav Kvassay Keywords: reliability; healthcare; complex systems; uncertainty

H2020 challenge addressed by the Case Study: Health, Demographic Change and Wellbeing


Reliability analysis plays a key role in development of high-reliability healthcare systems. The

first works dealing with the analysis of such systems were published in 1960s and 1970s. These works

assumed that only medical equipment and devices are important from reliability point of view. This

further implied that reliability of healthcare systems could be increased just by increasing reliability of

medical devices.

Nowadays, medical devices are perfectly functioning systems with minimum faults, but

healthcare systems are not high-reliable and, according to information presented in [1][2], a medical

error [3] is one of the leading causes of death in the US. In case of the EU, it is estimated that 8-12% of

patients admitted to hospital suffer from adverse events whilst receiving healthcare [4]. One of the

main reasons is that a healthcare system is composed not only of medical devices [5] but also of

medical staff [1][6]. The staff as a part of a healthcare system can be examined using methods of

human reliability analysis. This approach is used in the analysis of healthcare systems from 1960s but

it has not resulted in high-reliability healthcare. A reason for this can be a fact that human errors for

a healthcare system have been considered independently of medical devices. However, they are not

independent problems. For example, a medical error can be caused by incorrect functioning of a

medical device that can results from human medical error. In [7], a new approach for reliability

analysis of healthcare systems has been considered: the reliability analysis has to be based on joint

evaluation of all principal parts (components) of healthcare system, i.e. medical devices and medical

staff.

INNOSOC students, supervised by INNOSOC lecturers, will collaborate on answering how this

approach can be further developed and used in transforming healthcare systems into highly reliable

systems accessible for everyone. These activities will be conducted as a part of the ERASMUS+ blended




https://goo.gl/Tkvbrb

69




The Horizon 2020 challenge dealing with Health and other aspect of Wellbeing aims to improve

quality of healthcare and develop better health for all. One of the possible solutions to these goals is

development of approaches that result in increase of reliability of healthcare systems in such a way

that they will become highly reliable systems.

One of the main benefits of high-reliability healthcare systems is improvement of health

monitoring and treating and managing disease. However, the main problem behind development of

such systems is their complexity. Healthcare systems are composed of many elements differing in their

nature. Because of that, creation of a mathematical model that takes into account all relevant factors

is not a straightforward task and requires a lot of effort and testing.

A good mathematical model allows us to investigate reliability and propose approaches that

can be used to increase reliability of the healthcare system with high confidence. Results of such

analysis can be very useful in development of new more reliable models of healthcare. Testing of these

new models can improve our understanding of the causes and mechanisms underlying health and

their realization/deployment can deliver perfect healthcare to everyone.


In the frame of the Case Study, the approach for investigation of reliability of complex systems

proposed in [7] will be tested using examples of healthcare systems from [1][5]. The approach is based

on modern methods of reliability analysis, such as logical differential calculus, and data mining, such

fuzzy decision trees. One of the main questions is how to extend this approach in such a way that it

allows taking into account uncertainties occurring in the investigated system [8]. The testing

performed in the frame of the Case Study should help to solve this problem, and the obtained results

should be used in its further improvement. Successful completion of this and other issues can result in

a complex innovative approach that allows designing high-reliability healthcare systems delivering

perfect healthcare to anyone.

High-reliability healthcare represents one of the key aspects of wellbeing. However,

“wellbeing” is a very subjective term influenced by culture and environment. Students participating in

the case study will present their views on wellbeing. Their ideas and attitudes will be very useful in

further development of more general approach that allows improve reliability of healthcare systems

considering also cultural and social background [9].



70



Healthcare systems represent complex systems composed of many non-homogeneous

elements whose behaviour contains some kind of uncertainty. Typically, a healthcare system is

composed of four types of components that can be identified as hardware, software, human factor

and organizational element [7]. Because of that, models of healthcare systems are very complicated,

and their analysis can be done only using fast algorithms running on computer. This implies that ICT

resources play a key role in the analysis and improvement of healthcare systems.


Questions that should be answered include but are not limited to the following:

• What is a system from reliability point of view? What is a complex system?

• What are impacts of medical error?

• How is a high-reliability organization defined?

• Which methods are used in human reliability analysis? What are their specifics?

• What are specifics of human reliability analysis in medicine?

• How can structure of a healthcare system be defined from reliability point of view?

• What are specifics of data from healthcare systems?

• How can the data for reliability analysis of healthcare systems be collected?

• Which methods can be used for reliability analysis of healthcare?

• How can healthcare reliability be improved?

References

[1] B. S. Dhillon, Human Reliability and Error in Medicine. Singapore, SG: World Scientific, 2003. [2] M. A. Makary and M. Daniel, “Medical error—the third leading cause of death in the US,” BMJ, vol. 353, p. i2139, May

2016. [3] M. Garrouste-Orgeas, F. Philippart, C. Bruel, A. Max, N. Lau, and B. Misset, “Overview of medical errors and adverse

events,” Annals of Intensive Care, vol. 2, p. 2, Feb. 2012. [4] https://ec.europa.eu/health/patient_safety/policy_en [5] B. S. Dhillon, Medical Device Reliability and Associated Areas. Boca Raton, FL: CRC Press, 2000. [6] P. Barach, “Designing high-reliability healthcare teams,” in 2016 International Conference on Information and Digital

Technologies (IDT), 2016, pp. 17–22. [7] E. Zaitseva, V. Levashenko, J. Kostolny, and M. Kvassay, “New Methods for the Reliability Analysis of Healthcare System

Based on Application of Multi-State System,” in Applications of Computational Intelligence in Biomedical Technology, R. Bris, J. Majernik, K. Pancerz, and E. Zaitseva, Eds. Cham: Springer International Publishing, 2016, pp. 229–251.

[8] V. Levashenko, E. Zaitseva, M. Kvassay, and T. M. Deserno, “Reliability estimation of healthcare systems using Fuzzy Decision Trees,” in 2016 Federated Conference on Computer Science and Information Systems (FedCSIS), 2016, pp. 331–340.

[9] I. Patel and R. Balkrishnan, “Medication error management around the globe: An overview,” Indian Journal of Pharmaceutical Sciences, vol. 72, no. 5, pp. 539–545, Sep. 2010.

[10] R. Amalberti, Y. Auroy, D. Berwick, and P. Barach, “Five system barriers to achieving ultrasafe health care,” Annals of Internal Medicine, vol. 142, no. 9, p. 756, May 2005.



https://ec.europa.eu/health/patient_safety/policy_en

71





• Probability theory (P)

• Basics of reliability analysis (D)

• Basics of fuzzy logic (D)

• Data mining (especially decision trees) (P)

• To have interest in Internet research (D)

• To be interested in improvement of healthcare (D)


Figure 1. Medical error as the third leading cause of death (according to [3])



72



Figure 2. Medical systems as an unsafe system (according to [10])

Figure 3. Surgery as a complex system and its model for reliability analysis



73



Re-Invention of the Role of Sound in Education Case Study URL: https://goo.gl/178XAS Authors: Carlos Hernandez Franco

Keywords: sound; education; telecommunications; radio 3.0

H2020 challenge addressed by the Case Study: Europe in a changing world - Inclusive, innovative and reflective societies


Our society has changed dramatically in a very short time and the children of audio-visual

culture fill the classrooms. Nowadays, the tradition of formal education continues to base their

educational activities in written language, inherited from our parents, children of a printing time,

relegating oral education and sound, to a third or fourth level, although this has a long-lived tradition

and even more decisive in our development [1][2]. The primacy of the visual in our times has relegated

the sound education to a place almost non-existent. However, we also “see through sound” [3].

The sound and speech are the main means of expression and communication for the human

beings. The sound is essential for language development and is our main tool to access knowledge and

to establish close relationships with the environment [4]. In fact, we take part of the

three-dimensionality of space that frames our vision screen, with echoes and interference and noise

that reality returns. The ear is involved in 90% of the incoming information that our brain receives,

making an enormous impact on the rest of the senses and on our bodies as well [5]. This perception

causes our own interpretation of the reality, in which the sonic seems to have a fundamental

importance, role, function.

The Case Study proposes the realization of a "sound walk" in the Campus of Vera (UPV) that

allows us to "look" the environment with the ears and to be aware of the impacts that we produce in

the same [6]. For this we will use a digital recorder, a mixer, microphones, laptop and an audio editing

program (Audacity) [7].

The sound content created will be broadcast using the “Spreaker” platform or another one

proposed by students [8].






https://goo.gl/178XAS

74




The way of doing things changes. The world changes. Europe changes with it. And in this

constant and multi-faceted change the Technologies play a fundamental role. The hyper-connected

and highly digitized societies in which we live must be inclusive, innovative and at the same time

reflective of this whole process. Never before was it so difficult to guarantee this balance.

Technologies for all: inclusion. Sustainable technologies: respect for the environment.

Recording the sounds of a certain environment can make us aware of it, for example, the areas

of noise or silence that define it. Then, all of this sonic material can be processed, stored and released

almost instantaneously and globally through the Internet. Costs, ease of use, etc., are aspects that

should characterize technologies, avoiding creating digital divides between people, groups of people,

countries and regions.


ICT is fundamental in all the functional aspects of our society. Likewise, ICT can put the local

value in the people hands and enable the development of the human intellect and its capacities,

facilitating tasks and establishing networks of collaboration between people. Students participating in

this Case Study will be able to understand new forms of usability of Telecommunications. In this case,

innovative ICT solutions for the societal challenges are coming from the sound and its broadcast using

Internet.

Typically, students mainly address technical curricula in the Telecommunication sector. To a

lesser extent, they address economic aspects. And rarely, the social aspects linked to ICT are analysed.

That is, the use by diverse profiles of people, associated costs, etc. And in no case, they analyse other

creative uses of these technologies and that could even be possible career opportunities in the future.

In this Case Study, students will collaboratively expand their knowledge about techniques of

recording, processing, storage and distribution of sound. They should also take into account the

creative aspect when using these media.

In other words, they should make a “sound walk” through the University Campus looking for

those sounds that they will then use in a “radio program” that they will broadcast over the Internet,

combining “communication” and “information”.



• Which distributors of audio equipment and components do you know?

• Which are the main features and characteristics of a digital audio recorder?



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• Have you used programs for audio compression?

• What are the main features and characteristics of a mixer?

• Which programs for audio processing and sound effects do you know?

• What platforms for the distribution of sound content in streaming do you know?

References

[1] Hernández Franco, C. “Student’s Technological Ecosystems”, Proceeding of INTED 2010 Conference, Valencia, Spain

[2] Lloret Romero, N.; Hernández Franco, C.; Terol Bolinches, R. “What is the best way to tune in to the web and social networks”, Proceeding of INTED 2013 Conference, Valencia, Spain

[3] Hernández Franco, C.; Silleras Aguilar, R.; Terol Bolinches, R. “Educational possibilities of study of hearing, sound and radio art”, Proceeding of INTED 2013 Conference, Valencia, Spain

[4] Hernández Franco, C.; Tolosa Robledo, L.; Díaz Sáenz, J.R. “Valor añadido de la utilización de las TIC por parte de usuarios con discapacidad psíquica. Experiencia de una emisora de radio en un Centro Ocupacional de empleo”, I Jornadas In-Red 2014, Universitat Politècnica de Valencia, Spain

[5] Terol Bolinches, R.; Hernández Franco, C. “Radio 3.0 en el entorno municipal: valores, herramientas y recursos. El caso de la Emisora Municipal Llosa FM”, 2015, Universitat Politècnica de Valencia, Spain

[6] Audacity, audio editing program. www.audacity.es

[7] Behringer. www.music-group.com/brand/behringer/home

[8] Creating your own Podcast. www.spreaker.com



• To be familiar with the use of software to compress audio (P)

• To have interest in sound (D)

• To be familiar with the use of Audacity (D)

• To enjoy working in group (D)

• To be familiar with the use of platform to streaming audio content (D)



http://www.audacity.es/

http://www.music-group.com/brand/behringer/home

http://www.spreaker.com/

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Figure 1. The “Sound walk”

Figure 2. Processing the sonic material



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Figure 3. “Streaming” the sound content using the “Spreaker” platform



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Issues and Challenges of Corporate Social Responsibility and

Sustainability in the ICT Sector: New challenges for Engineers in the

21st century Case Study URL: https://goo.gl/1udpwQ

Authors: Lutz Buechner

Keywords: corporate social responsibility; sustainability; innovation; responsibility of the ICT industry;

societal responsibility; European society; extended profile of engineers



Sustainable development is development that meets the needs of the present without

compromising the ability of future generations to meet their own needs. It contains within it two key

concepts [1]:

• the concept of needs, in particular the essential needs of the world's poor, to which overriding

priority should be given; and

• the idea of limitations imposed by the state of technology and social organization on the

environment's ability to meet present and future needs.

The ICT sector is a major driver for growth and innovation in Europe. Around 5% of the total

European GDP and 20% of productivity growth in the other sectors is related to the ICT sector. The

share of ICT services is 80%, while 20% of the sector’s turnover is caused by ICT manufacturing. ICT is

a young, complex, growing and dynamic sector. From the perspective of sustainable development

there is less attention paid to this industry then there is to other manufacturing industries such as

automotive, energy, transport. However, research has revealed that there are major problems in the

production of ICT hardware and the development of ICT software [2].

Corporate Social Responsibility (CSR) and Sustainability are terms which are used around the

globe but nobody really knows what it is about and how we are affected by them. Climate change,

biodiversity, natural resources and many other topics can be subsumed under these terms.

To explain the dimension it is necessary to understand that both vertically (human beings,

corporations, governments) and horizontally (family, community, region, state, global society) it is

clear that “something” has to be done.



https://goo.gl/1udpwQ

79



INNOSOC students, supervised by INNOSOC lecturers, will collaborate on finding the

relationships (e.g., from the perspective of challenges, chances and risks) between ICT as such and all

relevant actors impacting the sustainable development, by analysing their responsibility towards

individuals as well as regional and global societies [3]. These activities will be conducted as a part of

the ERASMUS+ blended mobility and will be finalized during the INNOSOC Valencia 2017 workshop in

late May 2017.


About 60 million people around the globe have actually the status of refugees. Europe is

specially effected by the situation in the Near and Far East as well as Africa. Besides that millions of

people are on their way because of economic reasons.

Not only Europe but Europe at its first faces huge challenges in reducing inequality and social

exclusion. Around 80 million people are at risk of poverty and 14 million young people are not in

education, employment or training. We have not yet overcome the economic crisis which has led to

unemployment rates of 12% in general and 20% among the youth.

This is why Europe has not only to develop new ideas, strategies and governance structures

for overcoming the crisis in Europe, but has to take the responsibility for other underdeveloped parts

of the world as well. Inequity is not a European phenomenon but a global one. This is why Europe has

a cross-border responsibility.

In order meet these challenges the actors of the ICT sector have to take responsibility for the

natural resources, the climate, poverty, employment, education and training, living conditions and

others. They have to build up a credible social responsibility and develop Corporate Sustainability

Management systems.


INNOSOC focuses on innovation. Innovation is more and more related to the idea of limitations

imposed by the state of technology and social organization and neglects environment's ability to meet

present and future needs. This means that ICT is a driver of innovative technical development but has

to consider the principles of a sustainable global development. The overall aim is the elimination of

inequity within Europe and worldwide, to improve living conditions by respecting that we have “just

one world”.

This is why while studying innovative technical ideas and projects it is important to understand

the general theoretical background of innovative solutions.

Engineers besides sales managers have to take more and more responsibility for the

consequences of innovative solutions.



80





• What is the meaning and the importance of ICT in today’s world?

• Why is Sustainability a key issue in the ICT sector in general?

• Which key elements of ICT play which role in the sustainability debate?

• What are the challenges and risks of innovative ICT?

• Which role plays social responsibility for the actors involved in ICT?

• Which ICT tools can help to solve social problems in Europe and globally?

• How does this soft skill approach influence the profile of the ICT engineer of the 21st century?

• Corporate Sustainable and social Responsibility of ICT companies – Sincerity or Greenwashing?

References

[1] Büchner, L.M. (2012) Corporate Social responsibility and Sustainability. From a Global, European and Corporate

Perspective. Eurolimes, volume 13, 2012, pp.25-35

[2] Martinuzzi, A./Kudlak,R./Faber/C./Wiman,A. (2011), CSR Activities and Impacts of the ICT Sector, RIMAS Working

Papers No. 5/11 Vienna University of Economics and Business

[3] http://ec.europa.eu/information_society/activities/sustainable_growth/index_en.htm

Further information you will find here:

• Adams, W.M. (2006). "The Future of Sustainability: Re-thinking Environment and Development in the Twenty-first Century." Report of the IUCN Renowned Thinkers Meeting, 29–31 January 2006. Retrieved on: 2009-02-16.

• http://www.ukessays.com/essays/management/challenges-of-csr-in-the-ict-industry-management-essay.php

• http://www.csreurope.org/

• http://ec.europa.eu/growth/industry/corporate-social-responsibility/index_en.htm

• http://www.sustainability-indices.com/sustainability-assessment/corporate-sustainability.jsp

• http://www.ericsson.com/thecompany/sustainability-corporateresponsibility

• http://www.csrwire.com/reports

• http://www.telekom.com/corporate-responsibility

• http://www.orange.com/en/content/download/23330/480379/version/3/file/Orange_2013_CSR_report.pdf

• http://ec.europa.eu/information_society/activities/sustainable_growth/index_en.htm



• Interdisciplinary interest for economic issues (P)

• Interest for general approach to innovative ICT (P)

• Interest for development of the EU (D)



http://ec.europa.eu/information_society/activities/sustainable_growth/index_en.htm

http://cmsdata.iucn.org/downloads/iucn_future_of_sustanability.pdf

http://cmsdata.iucn.org/downloads/iucn_future_of_sustanability.pdf

http://www.ukessays.com/essays/management/challenges-of-csr-in-the-ict-industry-management-essay.php

http://www.csreurope.org/

http://ec.europa.eu/growth/industry/corporate-social-responsibility/index_en.htm

http://www.sustainability-indices.com/sustainability-assessment/corporate-sustainability.jsp

http://www.ericsson.com/thecompany/sustainability-corporateresponsibility

http://www.csrwire.com/reports

http://www.telekom.com/corporate-responsibility

http://www.orange.com/en/content/download/23330/480379/version/3/file/Orange_2013_CSR_report.pdf

http://ec.europa.eu/information_society/activities/sustainable_growth/index_en.htm

81



• Interest for global correlations (D)

• Interest for their professional future as engineer in the 21st century (P)

• Being aware that the students are developing their future and are responsible for the next

generations (P)


Figure 1. Three pillars of sustainability – People, Planet, Profit

Figure 2. Sustainability from three perspectives: Social, Environmental and Economic



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Promoting STEM Studies among Young Students Case Study URL: https://goo.gl/BLFqrp

Authors: Carmen Bachiller

Keywords: science, technology, engineering, mathematics, promotion, young students, vocation



The study of Science, Technology, Engineering and Mathematics (STEM) has suffered a strong

decrease during the last decade in Western Countries [1]. Causes of this decrease are very diverse, but

it seems necessary to take actions to improve the perception that future students have about these

studies and to introduce technology to high school classrooms.

Despite that the number of ICT jobs decreased a 10% in Europe during the period 2006-2010,

it is expected that Europe will require one million of ICT professionals in a short future. Moreover, it is

a fact that a good development in ICT is crucial to face economic or social crisis. Nevertheless, two

main factors that contribute to maintaining, or even worsening, this situation are: (i) setup of high

school studies; and (ii) perception pupils have regarding technological studies [2].

On the one hand, the balance among Arts, Humanities and Social Sciences, and Science and

Technology in secondary studies and Baccalaureate is not uniform neither agreed in all European

countries. In some high schools the Science and Technology Baccalaureate is not fully completed due

to a lack of material resources (a science laboratory is far more expensive than a conventional

classroom). Moreover, Technology and Computing syllabuses are sometimes optional and programs

of Mathematics and Physics are less extensive than during the 90's and 2000's decades.

Additionally to this scenario, students have a negative perception of technological studies:

difficult and poorly paid. Finally, but not less important, society perceives that ICT professionals are

nerds and media presents them as funny strange people without glamour. This is completely obvious

if we make the comparison between The Bing Bang Theory and CSI characters where both characters

are supposedly scientists. It is even worse if compared with the image of other professionals as

lawyers, doctors or brokers [4]. Moreover, STEM studies are less attractive to girls - only a 10% to a

20% of ICT students are women, and those numbers are not increasing throughout the time [5].

INNOSOC students, supervised by INNOSOC lecturers, will collaborate on answering how to

reverse this situation by the promotion of STEM vocations among Secondary and High Schools students



https://goo.gl/BLFqrp

83



[3][6]. The key idea is that University students, who are closer to these young students in age and

culture, develop new strategies of promotion. These activities will be conducted as a part of the

ERASMUS+ blended mobility and will be finalized during the INNOSOC Valencia 2017 workshop in late

May 2017.


One challenge for Europe is to become an international player with a specific importance

without losing the values that characterize our civilization [1]. These values will lead to inclusive,

innovative and reflective societies.

In order to succeed in this field, it will be crucial that new generations, who are digital natives

and users in European society, deeply dominate the technological languages as well. These

technological skills will make European society independent of external factors and will allow us to

develop social policies, integration and international cooperation which are our own. Giving young

people skills in STEM disciplines will allow EU to tackle H2020 challenges, since most of them are

connected with an advanced technology development. Access to STEM disciplines for the most

disadvantaged groups of population should also be ensured, as a way to promote their development

and integration, in that way actively working to eliminate the digital gap inside the EU. Finally, the

downward trend of girls going for technological vocations should be reversed. Poor technological skills

will take them to a worse professional and social development thus improving the gender wage gap

and inequality level.


"Innovation" as a core INNOSOC topic. STEM skills are tools for innovation. Anybody can have a

very innovative idea than can improve people’s life, but to develop and make this idea real a huge

amount of knowledge and work is needed. In our time both knowledge and work will be related to

STEM skills in one way or the other. The innovation perspective of this case study could be recognized

in focus on the technological culture that is needed to make innovation real.

Intercultural topics, with focus on "Multicultural teams". Different STEM students from

different countries will discuss situations in their countries and ideas to promote the STEM studies. It

is expected that they focus on: i) gender gap of these studies; and ii) access to the ICT resources in

different communities.

ICT topics, with focus on "Innovative engineering based on ICT". ICT resources are crucial to

promote STEM studies: audio visual information, social networks, open access platforms, information

and courses, on-line studies, multiple platforms and non-traditional teaching and learning strategies.



84



Student projects, with focus on "Case studies on how ICT can contribute to innovative

societal development". University students enrolled in STEM studies will raise ideas to encourage

Secondary and High School students to follow the STEM-based careers. Their view is very valuable

since they are closer in age and culture.



Knowing the State of the Art.

• Which is the current situation of STEM studies in your own country? Has it improved or

decreased in the last 10 years?

• How is the access to STEM studies from Secondary/High School studies in your own

country?

• What is the percentage of girls addressing these studies in your own country?

• What is the perception that young students have about scientists and engineers?

Designing strategies.

• How can STEM studies be more attractive to young students and girls in particular?

• What is the most appropriate age for the promotion actions?

• Which promotion actions are more effective?

• Are ICT tools effective for promotion?

Hands on.

• What problems (economic, temporal, logistic, social, personal resources, knowledge,

skills…) occur during promotion actions?

• How can benefits of actions be measured?

•

References

[1] Blog of Neelie Kroes, Vice-President of the EC. Europe urgently needs the right jobs and skills. My mission in Davos. http://ec.europa .eu/commission_2010-2014 /kroes/en/blog/davos-jobs-skills. Last access, 26th june 2015.

[2] Everis and e-motiva. Factores influyentes en la elección de estudios científicos, tecnológicos y matemáticos. Visión de los estudiantes de 3 y 4 de ESO y Bachillerato. http://www.everis.com/spain/WCLibraryRepository/References/estudio\%20vocaciones.pdf. Last access, 26th june 2015.

[3] C. Bachiller, J.V. Balbastre, and J. Oliver. Promoting vocation for Communication and Electronic Engineering. Proc. Int. Conference on Engineering Education (ICEE-2010), Gliwice, Poland (2010).

[4] N. Anderson, Cl. Lankshear, C. Timms, and L. Courtney. “Because it’s boring, irrelevant and I don’t like computers”: Why high school girls avoid professionally-oriented ICT subjects. Computers & Education, 50, no. 4, (2008) 1304–1318.



85



[5] J. Steinke. Cultural representations of gender and science: Portrayals of female scientists and engineers in popular films. Science Communication, 27, (2005) 27-63.

[6] C.E. Davis, M.B. Yeary, and J.J. Sluss Jr. Reversing the trend of engineering enrollment declines with innovative outreach, recruiting, and retention programs. IEEE Trans. Educ., 55 no. 2, 2012, 157–163.



• To have a previous knowledge on the situation of STEM studies in the student country as well

as interests and vocations of young students (P)

• To be sensitive to gender and socio-economic inequality aspects (P)

• To have a previous knowledge and skills on ICT resources (P)

• To be innovative, curious, proactive and open-minded (D)

• To be prepared to work in multi-disciplinary and multi-cultural teams (D)


Figure 1. Young students in a demonstration of SoundCool http://soundcool.org, an application of electronic music developed in collaboration with the Technical University of Valencia (UPV)



http://soundcool.org/

86



Figure 2. A class of (In)Security in wireless networks given by a Telecommunication Engineering student to High School students

Figure 3. Young student using a Tenori-on app in an electronic music demonstration



An interactive approach which focuses on multicultural team-building through exchange of practices from different cultures and by analyzing societal challenges from local, regional and global perspectives.

5. INNOSOC INTERCULTURAL

CURRICULA

88



INNOSOC Intercultural Curricula:

Student Practical Work

Intercultural part of the INNOSOC curriculum uses interactive approach and focusses on

multicultural teambuilding through the exchange of practices from different cultures and by analyzing

societal challenges from local, regional and global perspectives.

During the virtual mobility phase of the INNOSOC blended mobility (i.e., two months prior to

the Intensive Programme workshop) INNOSOC students are given a set of practical assignments they

need to work on, either in groups or individually. Deliverables from these assignments are used by

INNOSOC professors during the physical mobility phase of the INNOSOC blended mobility (i.e., during

the Intensive Programme workshop) as a part of teaching materials. Some deliverables are published

on the INNOSOC website (e.g., short videos with which students from each university present

themselves and their university), while others are used only internally due to privacy reasons (e.g.,

student CVs).

More details about specific assignments, as well as links where assignment deliverables are

published (if they are made publicly available) are given below.

INNOSOC 2017 Communication Skills – Activity 1

Objective: How to give a succinct and convincing presentation of an institution in English and in their

own language.

Modality: One group per institution. Create a three-minute video (maximum), showing the strengths of their school/university. Please do not use promo/official video materials of your institution. You should make your own video instead! Convince their chosen audience (recruiters or future students). What we expect to learn from the video:

• General information

• Strengths

• What makes your university special



89



Guidelines: Three links to help you – of course, you can find some others:

• Heidelberg: https://www.youtube.com/watch?v=TFiXJ9C-JsQ

• Top of the 15 best universities: https://www.youtube.com/watch?v=UReja_i7WlA

• How to make a good video: https://www.youtube.com/watch?v=0z6IlBVnUzU Format: https://support.google.com/youtube/troubleshooter/2888402?hl=en

https://support.google.com/youtube/answer/1722171 Clip resolution: 720p or above Max duration: 3 minutes NOTE: You are not allowed to use copyrighted materials (i.e., music, audio files or videos)! If you use it in the video the following can happen:

• the video will be removed from our YouTube channel;

• our YouTube channel will be deleted;

• you, your institution and INNOSOC team members will face criminal charges. Therefore, we kindly ask you to familiarize yourself about copyright before you make the video: https://support.google.com/youtube/topic/2778546?hl=en&ref_topic=2676339 All clips from 2016 and 2017 are / will be available through the official INNOSOC Youtube channel: https://www.youtube.com/channel/UCDT12zqcO8kf8VN87Kp1YWA.


Objective: Knowing how to present the strengths and weaknesses of one’s team

Modality: One group per a Case Study team: inter-institutional, multicultural group. Create a

document (video, or any animation, or any other attractive form you would like), showing the strengths

and the weaknesses of their INNOSOC Case Study team. Your document should include:

• Presentation of the team

• Introduction of members of the team

• Explanation how do you manage with the strengths and weaknesses of each other to solve the Case Study challenge?



https://www.youtube.com/watch?v=TFiXJ9C-JsQ

https://www.youtube.com/watch?v=UReja_i7WlA

https://www.youtube.com/watch?v=0z6IlBVnUzU

https://support.google.com/youtube/troubleshooter/2888402?hl=en

https://support.google.com/youtube/answer/1722171

https://support.google.com/youtube/topic/2778546?hl=en&ref_topic=2676339

https://www.youtube.com/channel/UCDT12zqcO8kf8VN87Kp1YWA

90



We will upload your documents on the on the INNOSOC web page so other students will be introduced to your Case Study group before you meet face-to-face in Zagreb.

NOTE: The same note regarding the use of copyright-protected materials from the first activity (i.e., where you made a video about your institution) applies to this activity as well. You are not allowed to use any copyrighted materials in your content.

All deliverables from INNOSOC 2016 students are available through the webpage of their Case Study group which is located here: https://sociallab.fer.hr/innosoc/case-studies/zagreb-2016. All deliverables from INNOSOC 2017 students will be available through the webpage of their Case Study group which is located here: https://sociallab.fer.hr/innosoc/case-studies/valencia-2017.


Objective: Knowing how to write a convincing CV

Modality: Individual task. Create a CV in English.

Guidelines: Three links to help you (of course, you can find some others):

• A great website about writing a proper CV in English: http://www.kent.ac.uk/careers/cv.htm#is

• Templates: http://www.theguardian.com/careers/cv-templates

• More templates: http://www.cvtips.com/resumes-and-cvs/cv-example.html We will share your CVs with other INNOSOC students and professors before you meet face-to-face in Zagreb.

INNOSOC student CV are used only internally and are not publicly available due to privacy issues.



https://sociallab.fer.hr/innosoc/case-studies/zagreb-2016

https://sociallab.fer.hr/innosoc/case-studies/valencia-2017

http://www.kent.ac.uk/careers/cv.htm#is

http://www.theguardian.com/careers/cv-templates

http://www.cvtips.com/resumes-and-cvs/cv-example.html

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The image of the other in the INNOSOC partner countries: Multicultural

workforce – challenges and stalemates

As the economy expands to become increasingly more global, society and workplaces are more

diverse than ever before. To succeed in a multi-cultural workplace, it is essential that you are able to work with and adapt to the work styles and habits of people of varying ages and cultural identities. To be a successful job candidate you must be able to demonstrate a sensitivity and awareness to other people and cultures.

Globalization, mobility and desire for employees to have an international career brought to the attention of companies from Europe the topic called management of cultural differences. Organizations can be heterogeneous (multicultural) on multiple lines: gender, race, ethnicity, religion.

Diversity has its benefits: creativity, innovation, better marketing abroad and for ethnic minorities, better decisions. But diversity has also costs: interpersonal conflict, communication difficulties and team collaboration.

Issues of multiculturalism start from the natural behavior of people to seek, to search for those who are similar to them and to feel threatened or uncomfortable in the presence of other ways of thinking and behavior. In their defense, these employees revive all the negative stereotypes about other employees to diminish their status.

To make a multicultural environment successful, it needs first of all to make the people, the individuals to be multicultural: to communicate in foreign languages, to be tolerant and to learn as much as they can from other cultures. Especially is important to learn about aspects of non-verbal communication, authority, social organization, negotiation, time perception, modes of interaction.

The second ingredient is that the organization, company must move from passive phase of recognizing diversity to an active management of cultural differences, what will provide equal opportunities to all.

Thirdly, a strong organizational culture based on mutual respect, common code with strict behavior and communication rules and their constant involvement in supporting the management can eliminate many of the possibilities of conflict based on cultural differences.

Think through your personal, professional, and academic history for examples of when you demonstrated these essential skills.

Please always remember that diversity and multiculturalism is not just in reference to a person’s race or religion, it includes traditions, thoughts, and perspectives as well.

It is very important to show/communicate through your behavior, your way of thinking, even your resume to future hiring managers that you demonstrate a respect and appreciation for differing views and a sensitivity to those who may be different than you.

During the course we will try to explain in a more detailed way, what multiculturalism is, how we can handle it and how we can use it for our benefit.



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Please prepare 2 preparatory essays:

1. A maximum 2 page long essay about “the image of the other” in your home country (motherland). Please try to make an essay, where “the other” in your home country is coming from a country from the INNOSOC partnership. If you cannot find a minority form the INNOSOC partnership, please focus on a minority which is the most problematic in your home country.

2. A maximum 2 pages long essay about the “image of the native” from the minority point of view. Please try to make an essay, where the minority in your home country is coming from a country from the INNOSOC partnership + if you choose a certain minority in the first essay please keep it and analyze the “natives” from this point of view.

At the end of courses and practical activities we will check again our preparatory essays and you will be asked to write in maximum 1 page what would you change or what is changed in your perception, mentality about the ”image of the other” and about the usefulness of multiculturalism and multicultural studies.

INNOSOC student essays are used only internally and are not publicly available due to privacy issues.



This document has been prepared for the European Commission

however it reflects the views only of the authors, and the Com-

mission cannot be held responsible for any use which may be

made of the information contained therein.

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